Adaptability Study On Junior Middle School Chinese Teachers By Using The Official Textbooks

Chinese teaching materials,as the basis of teaching activities and the carrier of educational and teaching sources,determine its indispensable position in Chinese education activities.Through teaching activities,teachers convey and interpret the value implications of Chinese teaching materials to students,so as to achieve the purpose of educational guidance and talent training.In this process,as the intermediary of national will and talent cultivation,the teacher's adaptation to the teaching material runs through the whole process and affects the realization of the educational effect.The unified edition of Chinese teaching materials began to be launched in March 2012,which lasted for five years.After 14 rounds of evaluation and extensive consultation for revision and trial teaching,the textbooks were finally put into use nationwide in the fall of 2017,replacing the old textbooks that had been used for 15 years.The emergence of new teaching material is not for the overthrow of old teaching materials,but also on the basis of the original made a larger adjustment,including writing concept,content,structure,value expression aspects of innovation,the changes and adjustment also brought great opportunities and challenges to teachers,teachers need to seek for their development in variable and constant fulcrum.Then in the specific use process,how does the teacher feel to this new teaching material,whether to adapt? Based on the above analysis,this study focuses on the adaptability of junior middle school Chinese teachers to the existing textbooks,and aims to provide reference for the improvement of textbook revision and teacher professional development.The paper is composed of five parts: the introduction mainly introduces the reasons for the research,conducts a literature review around the research topic,expounds the research value,ideas and methods,research focus and difficulties,and clarifies the overall overview of the research.In the second part,through the text analysis of the old and new junior middle school Chinese teaching materials,the author explores the structural characteristics and value expression of junior middle school Chinese unified teaching materials,so as to lay a foundation for the dimension division and measurement index construction of junior middle school Chinese teachers' adaptability to the unified teaching materials.The third part is the investigation and data analysis of the use of textbooks by Chinese teachers in junior high schools.Firstly,based on the text analysis of new and old Chinese teaching materials,the questionnaire and interview outline of the adaptability of junior middle school Chinese teachers to the unified teaching materials are developed on the basis of consulting relevant materials.Secondly,based on the investigation tools,the author makes an empirical investigation and USES statistical analysis software to analyze and process the data,so as to see the adaptation of junior middle school Chinese teachers to the unified teaching materials.It is found that the Chinese teachers in junior high school have a good adaptability to the unified teaching materials,which is above the average level,but there is still room for improvement.The adaptability of each dimension from high to low is the reading aid system > knowledge system > practice system > text selection system.Different gender,teaching age,professional title,training effect evaluation and evaluation methods have significant differences in the adaptability of teachers to the unified textbook,while the adaptability of junior middle school teachers with different educational background,school type and grade is not significant.Through the analysis of the contingency table,it is found that with the improvement of teachers' professional titles,the evaluation methods of students' knowledge mastery become more diversified,which is more conducive to the overall evaluation of students,and the school type also has a great impact on the selection of teaching evaluation methods.In the fourth part,based on the research results and the interview data,the author analyzes the performance of the adaptability of junior middle school Chinese teachers to the unified textbook,and analyzes the reasons for the difficulty of the textbook adaptation,so as to find out the fundamental factors affecting the adaptability of teachers to the textbook.The fifth part puts forward the strategy of improving the adaptability of junior middle school Chinese teachers to the unified textbook.Based on the analysis results of the textbook adaptation dilemma and the influencing factors,this paper explores the strategies to promote the adaptability of teachers' textbooks from the three aspects of teachers' understanding,ability and cognitive orientation,textbook compilation,training and evaluation methods,in order to break the adaptability dilemma of teachers' textbooks and realize the value of unified compilation of Chinese textbooks and teachers' teaching.