A Comparative Study Between The Ministry Edition And The People's Education Edition Of The Teaching Books For Chinese Teachers

Teachers' teaching books are the bridge between textbook compilers and teachers,and play an important guiding role in teachers' teaching activities.With the advent of the textbook edited by the Ministry,teachers' teaching books have also been updated.Study on the content and the purpose of writing is of great significance for guiding teachers teaching By comparing the edition of Chinese teacher's teaching textbooks between the Ministry and the People's Educational Press,this paper analyses the intention and structure of the two editions,aiming at highlighting the advantages and disadvantages of the Ministry and serving for its optimization and perfection,thus helping to improve the quality of teaching.Based on the Ministry edition and the PEP edition in the first period of the Chinese teacher's teaching books as the research object,the application of comparative analysis and questionnaire investigation for the two versions in the first period teacher teaching book written content and usage for comparative analysis.On the basis of the basic evaluation of the Ministry edition,the author puts forward some concrete Suggestions on its compilation.Firstly,on the basis of the research results of teachers' teaching books,this paper analyses the ideal form of teachers' teaching books from the content composition of Chinese teachers' teaching books,and constructs the theoretical framework and theoretical presupposition of comparative research.Ideal teachers' teaching textbooks should have such contents as prompting teaching objectives and contents,prompting analysis of texts and supplementary materials,prompting methods and Strategies of teaching process,and providing teaching evaluation tools and strategies.In an ideal teaching book,teachers should have such direct functions and functions as teaching objectives and contents,text analysis and supplementary materials,methods and strategies of teaching process,teaching evaluation tools and evaluation strategies,and some derived indirect functions and effects.Secondly,based on the relevant theories of the orientation of the use of textbooks,starting from the connotation of "teaching with textbooks",this paper studies the evolution of the requirements of the two versions of teachers' teaching textbooks for teachers,and then puts forward the comparative thinking on the use of teachers' teaching textbooks.Through the comparative study of the content of the text,it is found that the focus and angle of the compilation of the teaching books by the Ministry and thePeople's Educational Press are different.The edition of the Ministry focuses on the technical deconstruction of the text,the decomposition and operation of the teaching objectives and contents,and the core of solving the problem of “what to teach”;the edition of the Ministry focuses on the prompting of teaching methods and the allocation of teaching ideas,and the core of solving the problem of “how to teach”.Through the questionnaire survey,it is found that teachers are highly satisfied with the part edition in general,and have a high overall utilization rate.Most teachers choose to get some hints about text analysis,teaching objectives,teaching Suggestions and teaching design cases from it,and have higher requirements on the presentation of teaching cases and greater dependence on teachers' teaching books.Based on the comparison of the content of the text and the analysis of the results of the survey,we can see that the advantages of the Ministry edition are that the teaching objectives and contents are clear and specific,and a set of systematic and rigorous language literacy system is constructed;the text analysis and teaching suggestions are practical and operable;the typesetting design is exquisite and the distinction is strong.The disadvantage is that the writing style is dull and monotonous,and the interpretation mode is solidified;there is a certain degree of imbalance between the clarity and openness of content;from the perspective of the integrity of content structure,there is a lack of evaluation strategy guidance;and the utilization of information technology is relatively lagging behind.In view of the above shortcomings,the following points should be paid attention to in the further improvement of the edition of the Ministry: breaking through the limitations of the inherent mode,innovating the layout style and interpretation paradigm;perfecting the composition of the compilation content,providing flexible and diverse instructional guidance;widening the resources of Chinese courses,innovating the ways of providing resources.In preparing lessons,teachers should adhere to the principle of designing cases independently before drawing lessons from them,so as to avoid dependence on teachers ' teaching books;based on the foundation and essence of Chinese subject,we should pay attention to the refinement and presentation of Chinese elements,and always put the acquisition of Chinese knowledge and the training of Chinese ability at the core.