A Study On The Comprehension Of Primary School Chinese Teachers Teaching Materials ——Taking The Primary School Of X County In Jilin Province As An Example

In 2016,unified Chinese textbooks for primary schools were used on a trial basis in some provinces of China.In 2017,freshmen in the first grade nationwide were unified in their use.In 2019,all grades nationwide were replaced with unified Chinese textbooks.In the design of the text content and the arrangement of the text theme,the Unified Chinese teaching material has made a breakthrough and progress in the previous versions.Therefore,it is very important for teachers to properly understand the characteristics and main intention of the compilation of teaching materials in the process of lesson preparation,and to convey the accurate objective of textbook compilation in classroom teaching.Based on the analysis of the relevant literature,this paper confirms the Teachers understanding of the organization logic,the meaning and value of life,the mission of the times and the training of students ability.In-depth observation and interviews in the classroom.First of all,the author analyzes the Third Section of Primary School Chinese textbook from the Understanding Dimension of the Teacher's textbook,and analyzes the organization logic of the textbook in terms of the number of selected articles,the double-line Organization of selected articles,and the presentation of intensive reading The Life Significance and value of the textbook are analyzed with the content of "Child-oriented",the Value Mission of the textbook is analyzed with the content of value-oriented and aesthetic By analyzing the number of words,the elements of unit language and the style of the selected text,the author holds the Understanding Dimension of the textbook as a whole before classroom observation so as to reduce and avoid problems in classroom observation.After determining the dimensions of the comprehension of the selected texts of teachers,textbooks,and combining the abovementioned analysis of the texts,the author observes and interviews the teachers' classroom teaching and the comprehension of the selected texts,and analyzes the contents while making relevant records,it is found that there are some gaps in teachers' understanding of the organization logic,the meaning and value of life,the mission of the times and the ability training.Secondly,through the interview and observation,the author found that teachers have improper understanding of the main factors: First,the lack of understanding of the concept of teaching materials,its main manifestations are the influence of teachers' original thinking on reading,“Examination-oriented education” being unable to get rid of,teachers neglecting the requirements of curriculum standards,and the lack of knowledge in reserve,it is mainly manifested in the teachers' poor professional knowledge and skills of the subjects they have learned,their weak theoretical knowledge of the education they have learned in school or when they are teaching,and the lack of guidance in understanding the teaching materials,it is mainly manifested in teachers' lack of pre-understanding guidance,lack of understanding process guidance and cross-disciplinary guidance,and the formalization of reflection,which is mainly manifested in the understanding problems caused by the formalization of reflection and its limitation to knowledge.Finally,in view of the reasons for teachers' understanding,the author provides five suggestions for teachers,such as idea first,knowledge first,practical guidance,using teaching materials and reflecting attribution,hoping to help teachers improve their ability of understanding teaching materials,more clear unified compilation of the intention of the preparation of teaching materials,scientific teaching.