Research On The Way And Influential Factors Of Textbooks Use By Secondary School Chemistry Teachers

Teachers, students and textbooks are the basic elements which constitute the teachingsystem. As the important resources and tools to promote students’ active learning and overalldevelopment, textbook’s function and value depends largely on the teachers’ and students’ actualuse in textbooks. As one of the main body in textbook use, teachers’ use of textbooks not onlydirectly affects the play of textbook function, but also affects the students’ use of textbooks.Observing the way teachers use textbooks in classroom teaching and analyzing the influentialfactors of textbooks use has the important theory value to understand the nature and function oftextbook and can provide the theoretical and practical guidance for effective use of textbooks byteachers and for the compilation of textbooks.Based on the review of relative research at home and abroad, this study learn the model oftextbook use which was put forward by Sebastian Rezat, and constructing the theoreticalframework to analysis the using of textbook by teachers in classroom teaching. Under theguidance of theoretical framework, this study conducts questionnaires and interviews onteachers’ and students’ textbook use, and observes21public classes deeply in the sixth juniorhigh school chemistry teaching experts contests in ShanDong Province. Based on the collectedinformation, this study deeply analyzes the way and influential factors of textbooks use byteachers in classroom teaching, provideing the relevant suggestions for textbook use and thecompilation of textbooks. The thesis consists of nine parts, the main contents are as follows:The first part, clarified the reason for selecting this thesis and the theoretical and practicalvalue of this study.The second part, investigated and analysed the status quo of the domestic study of textbooks,summarized domestic and abroad research about textbook use and showed the current abroadresearch topics and developing trends about the use of textbooks.The third part, put forward the purposes, tasks, mathods and train of thought of this research. The fourth part, elaborated the theory basis and main content of the model of textbook use,constructed the theoretical framework to analysis the using of textbook by teachers in classroomteaching.The fifth part, carried out the empirical research.Conducted the questionnaires on teachers’and students’ textbook use in some cities in ShanDong Province, and keep detailed observationand interviews on teachers’ and students’ textbook use.The sixth part, analyzed the collected data and draw the relevant conclusion,which meanlydiscussed the teachers’ and students’ understanding on the textbook properties and the textbookuse, the way teachers used textbooks itself and guided students’ use textbook in classroomteaching, especially discussed teachers’ usage of textbook illustrations in classroom teaching,discussed the influential factors of textbooks use by teachers, and at last provided the relevantsuggestions for compilation of textbooks.The seventh part is the problem to be resolved in the next work.The innovations of this study are: constructed the theoretical framework to analysis the usingof textbook by teachers in classroom teaching, which consisted of the study on the influentialfactors of textbooks use by teachers, study on the way of textbooks use by teachers in classroomteaching and study on the way of textbooks use by students; discussed deeply on the wayteachers used textbooks itself and guided students’ use textbook in classroom teaching, thedirectly guiding way to students’ use textbook included three dimensions of specificity,restraint,directionality; from the inquiry to the function of textbook illustrations by teachers and thepresent form of textbook illustrations, we analyzed the way of different teachers using textbookillustrations and put forward that when teachers use the textbook illustrations, they shouldunderstand the function of textbook illustrations accurately, and when using multimedia topresent illustrations, teachers should follow the principle of time and space as far as possible;adopting the research method of grounded theory to analyse the collected survey data andsummary, we found that teachers, textbooks, students, curriculum resources and teachingmanagement system are five key influential factors for textbooks use by chemistry teachers;Based on the relevant information about the teachers’ and students’ textbook use, we draw theconclusion that the compilation of textbooks should adhere to the unity of paradigm andauthority in content, the textbooks’ role should be the fusion of learning and teaching, and the textbook compiling is based on the curriculum standard, at the same time, it should consider theinfluence of the test evaluation.