Research On Textbook Selection Understanding Paradigm Of Primary School Chinese Teachers

Textbook selection as the core content of the Primary School Chinese Textbook is the most commonly used course carrier of primary school Chinese teachers in daily teaching.Because the learning contents of primary school Chinese are implicit in textbook selection,the primary school Chinese teachers must refine appropriate Chinese learning contents from selections by constructing professional textbook selection understanding paradigm.This study centers on constructing professional textbook selection understanding paradigm of primary school Chinese teachers,and researches the connotation and reform direction,real status and construction of the textbook selection understanding paradigm of primary school Chinese teachers in the literature research method,investigation method,text analysis method and case study method.The full text is composed of Foreword,Introduction,Conclusion and seven chapters in text.The Foreword and Introduction mainly expound the research background,starting point of research,research standpoint,research significance,research problem and research method,and research thought.Chapter I and Chapter II analyze the essential function of the primary school Chinese textbook selection in the 21 st century and the professional pursuit of primary school Chinese textbook selection understanding and fully present the reform direction of textbook selection understanding paradigm of primary school Chinese teachers.Chapter III analyzes the textbook selection understanding paradigm of primary school Chinese teachers theoretically,thus grasping the essence and basic type of textbook selection understanding paradigm.Chapter IV,Chapter V and Chapter VI refine basic type and features of textbook selection understanding paradigm of primary school Chinese teachers at present by surveying the real status of primary school Chinese teachers selection understanding and analyzing cases to present the current situation of the professional survival method.Chapter VII proposes the type and construction strategy of professional textbook selection understanding paradigm of primary school Chinese teachers.Conclusion contains the research conclusion,reflection and prospect.Basic conclusion are as follows:Firstly,Textbook selection understanding paradigm centrally reflects the professional development status of primary school Chinese teachers.Professional development of teachers is centrally reflected in the development change process of their teaching practices,and the textbook selection understanding paradigm of primary school Chinese teachers decides the teaching practice of primary school Chinese teachers.Hence,its professional status is centrally reflected.Secondly,the actual status of textbook selection understanding paradigm objectively presents professional survival status of primary school Chinese teachers.Currently,primary school Chinese teachers adopt six kinds of textbook selection understanding paradigms: teaching practice,significance vagueness,technology routine,innocent dependence,language center and thought center,with strong historical nature,prominent rigidity and obvious imitation as a whole.The professional survival method of primary school Chinese teachers is difficult to present the difference with other groups,which objectively presents the professional survival at the lack decomposition of ego,loss anxiety of professional practice and surface passivity of professional development.Thirdly,the construction process of professional textbook selection understanding paradigm of primary school Chinese teachers embodies the improvement process of professional life quality of primary school Chinese teachers.Professional life of primary school Chinese teachers is composed of the process and result of professional activities.In the process of constructing the understanding paradigm of selections in the professional development type,critical reflection type and literacy center type that through the strategy of “three knowing” : knowing why,understanding concept specially returns to the pursuit of Chinese learning significance;knowing how,understanding method conforms to the learning quality demands of primary school Chinese;knowing what,understanding contents practically return to the cultivation of Chinese key competencies,the process and results of professional activities of primary school Chinese teachers can clearly reflect their profession,thus improving their life quality.On top of that,reflects the overall research and proposes the subsequent research prospect: The relationship between Chinese course in primary school teacher education and textbook selection understanding paradigm of primary school Chinese teachers,the relationship between primary school Chinese classroom teaching and textbook selection understanding paradigm of primary school Chinese teachers,and the longitudinal diachronic research of textbook selection understanding paradigm are worthy of continuous study.