Research On Primary School Chinese Teachers’ Understanding Of Textbook

The value of textbooks is not to "control" teaching,but to provide basic texts for teachers.With the shift of curriculum theory research to the paradigm of "curriculum understanding",the research in the field of textbooks has also begun to shift from the paradigm of "teaching textbooks" to the paradigm of "using textbooks",from the paradigm of "knowledge standard" to the paradigm of "meaning standard",and the research on the related issues of teachers’ understanding of textbook has sprung up like bamboo shoots after a raining spring.However,through the analysis and summary,it is found that most of the existing literature are based on theoretical research,and there are few empirical studies based on surveys and interviews.As a kind of teachers’ self-understanding of textbook,the research on teachers’ understanding of textbook should pay attention to teachers’ subjective complaints on their own textbook understanding methods and experiences.As the starting point and basis of primary school Chinese teachers’ education and teaching,the unified edition of Chinese textbook has the possibility of its own significance,which makes teachers need to constantly carry out screening,reflection,criticism and transformation.Based on this,from the perspective of practice,this study is devoted to the real situation of Chinese education and teaching,to explore the real situation of primary school Chinese teachers’ understanding of textbook.The introduction explains the origin of the research,summarizes the research status of relevant issues at home and abroad,and puts forward the research significance from the theoretical and practical aspects.The first chapter is the theoretical explanation part,which answers the question of "what is" in the textbook of primary school Chinese teachers.It is mainly divided into two aspects: connotation interpretation and theoretical basis.The second chapter is the analysis of the current situation of primary school Chinese teachers’ understanding of textbook,in the research design part,which expounds the research methods,the overall idea of the research and the selection of research objects.Based on the collected interview data and classroom cases,the current situation can be summarized into three aspects: In terms of understanding of textbook objectives,emphasis on tools,light on humanities;In the understanding of textbook content,emphasis on authority,light dialogue;In the textbook understanding level,repeat the original,light creation.On this basis,the third chapter analyzes and discusses the factors that affect primary school Chinese teachers’ understanding of textbook,which mainly includes three aspects,namely,teachers’ own professional awareness,teachers’ own professional ability,and the overall system culture of the school.The fourth chapter points out the strategies to improve the level of primary school Chinese teachers’ textbook understanding,namely,that should return to the teacher’s self and wake up the textbook understanding consciousness;Give full play to professional advantages,improve the ability of textbook understanding;Optimize the management system and expand the space of textbook understanding.The process of primary school Chinese teachers’ textbook understanding is actually a process of dialogue between teacher and textbook.It is a process of teachers’ proper restructuring and adjustment of the unified edition Chinese textbook on the premise and basis of the curriculum standard,based on their own experience and students’ actual learning situation,and even a process of creation.The purpose of this process is to engender the meaning and value of the unified edition Chinese textbook.In order to maximize the appropriateness of unified edition Chinese textbooks in specific situations,and then assist students to improve the core quality of Chinese,to achieve self-comprehensive development.Only in this way,primary school Chinese teachers can carry out equal and active dialogue and communication with the unified edition Chinese textbook,so as to achieve the perfect integration of the two perspectives,and then highlight the personality of primary school Chinese teachers and their own life color in the understanding of textbook,and implement the value of the unified edition Chinese textbook.