| The use of state-compiled Chinese textbooks in primary and secondary schools in ethnic minority areas is a major decision made by the CPC Central Committee to strengthen education in standard Chinese in ethnic minority areas,a major reform measure for the use and management of state textbooks,and an institutional arrangement to continuously promote the application level of standard Chinese and high-quality education in ethnic minority areas.The unified compilation of primary school Chinese textbooks is an important carrier of primary school Chinese teaching,undertaking the historical mission of promoting the formation of Chinese discipline literacy,transferring mainstream ideology and socialist core values,and cultivating new students of The Times.Teachers’ rational use of textbooks is related to the realization of its value and function.Teachers’ use level of textbooks directly affects the quality of teachers’ teaching and the effect of students’ learning.Teachers’ understanding of unified textbooks,their actual use level in teaching,the problems encountered in the use of unified textbooks,and how to use them creatively are worthy of further study.Based on Professor Kong Fanzhe’s "Textbook Use level model",this paper tries to apply the "Textbook Use level model of Primary School Chinese Teachers" built by predecessors,combined with the content and characteristics of primary school Chinese textbooks,compiled the Questionnaire of Xizang Primary School Chinese Teachers’ Textbook Use,combined with SPSS statistical software to analyze the collected data.In this study,533 primary Chinese teachers in Lhasa were surveyed by questionnaire.On the basis of the questionnaire survey,three representative teachers were selected to conduct semi-structured interviews,so as to obtain deeper information about the use of unified textbooks by teachers,in order to provide references for the improvement of the use level of unified textbooks by primary Chinese teachers and the application of strategies.The results show that the overall level of use of the unified textbooks by primary school Chinese teachers in Lhasa is between 3 and 4,that is,between good and excellent,and closer to good.There are significant differences in the use level of textbooks among teachers of different ages,whether they have participated in the training on the use of unified compilation textbooks,the number of times they have participated in the training,and different school types.There are no significant differences in the overall use level of unified compilation textbooks among teachers’ ethnic group,teaching age,educational background,professional title,gender,major and administrative position.Teachers have the following problems in the use of textbooks:(1)The understanding of the characteristics of textbook writing needs to be strengthened;(2)The combination of curriculum standards and teaching needs to be deepened;(3)There are difficulties in the teaching of unit two-track theme;(4)There are difficulties in special unit teaching;(5)The level of proper adjustment of textbooks should be improved;(6)The awareness of post-teaching evaluation of textbooks should be enhanced;(7)The reflection consciousness of textbooks should be enhanced;(8)The professional development level of teachers needs to be improved.In view of the problems in the use of textbooks by teachers,this study puts forward the following solutions:(1)Correctly grasp the characteristics of the compilation of textbooks;(2)Give full play to the guiding role of curriculum standards in teaching;(3)Teaching strategy of unit two-line theme;(4)Special unit teaching strategies;(5)Do a good job in the secondary development of teaching materials;(6)Improve the development level of their own textbooks;(7)Improve teachers’ ability to evaluate and reflect on textbooks;(8)Pay attention to students’ learning level;(9)Teachers should have the awareness and ability of lifelong learning;(10)Schools should provide support for teachers’ professional development;(11)Relevant departments should provide targeted guidance for ethnic minority areas. |
