Study On The Usage Level Of Textbooks Compiled By The Primary School Chinese Teacher Department

Textbooks are an important curriculum resource in teachers’ teaching,and its importance is self-evident.From the curriculum design,organization and implementation,and even the realization of the overall teaching objectives need to be based on textbooks.Moreover,the teaching quality of teachers and students ’learning status are also closely related to the teachers’ level of textbook use.For teachers,if there are differences in the use level of textbooks,the corresponding values,content view and structure view will be different to different degrees.At the same time,if the use level of textbooks is different,different teachers will also have differences in the understanding of the national will,including "moral education".Since September 2017,the Ministry has compiled primary school Chinese textbooks,and were quickly spread across the country two years later.Although the textbooks are constantly innovated and improved,but also gradually exposed a series of problems.For example,teachers’ understanding and grasp of the compilation concept and characteristics of ministry compiled textbooks is not ideal,and the use level of ministry compiled textbooks is not ideal.Therefore,this article focuses on analyzing the practical application level of Chinese textbooks compiled by the Ministry in the majority of front-line teachers,and explores a series of influencing elements.Its purpose is to provide basic data and information support for the follow-up teaching research and teacher training,or the re-compilation of textbooks,so as to make the front-line Chinese teachers continuously improve their personal application level of textbooks compiled by the ministry.In the early stage of this study,to determine in chang DE city some typical primary school Chinese teachers as survey analysis,by the teacher around the book corresponding "understanding and cognitive level","and" deconstruction and interpretation level "," integration and reorganization "," and "development and application level",and "evaluation and reflection level" a total of five different levels of analysis,study the corresponding influence factors.Then,teachers,schools and textbook makers proposed strategies to improve the use level of primary school Chinese teachers’ textbooks.From the perspective of teachers,the correct and scientific teaching materials should be innovated based on the existing teaching materials;develop and utilize the new curriculum resources based on the existing basis;improve teachers’ personal quality,further promote the deepening cultivation of core Chinese literacy;improve teaching innovation and management level,break through the previous solidified teaching methods;pay attention to self-reflection,and create a characteristic "business card".At the school level,it is necessary to increase the investment in curriculum resources,carry out more scientific and efficient teaching material training activities,deliberately solve various teacher puzzles,constantly implement the financial support investment around various curriculum resources,and actively develop new curriculum resources;and create a good atmosphere for teacher communication and reflection activities.From the analysis of the textbook author,we must gradually innovate and improve based on the existing teaching materials,and supplement and enrich the supporting resources of auxiliary teaching in time.