Research On Students Use Of Textbooks Based On Grounded Theory ——A Case Study Of Chinese Textbooks Used By Sixth Grade Students In Primary Schools

Textbook is an important part of curriculum,plays an important role in school education,and is an important carrier of curriculum reform.Any textbook can play its role only when it is applied to the actual educational teaching situation and only when it is truly used and understood by students can it promote the real success of curriculum reform.However,in the field of textbook research,researchers generally tend to study the static text of textbooks,lack of dynamic use of textbooks,focus on the use of textbooks by teachers and ignore the use of textbooks by students,which are incompatible with the concept of "student-centered" in the new curriculum reform.In practical practice,students use textbooks are also faced with a variety of difficulties,such as lack of motivation,confusion of use methods and poor use effect.Therefore,the lack of theoretical research and the dilemma of practical practice make the field of students' use of textbooks present a state of unexplored research.In this context,this study focuses on how students use textbooks.After reviewing the related literature at home and abroad,first of all,in view of the students use the textbook in the field,the current international and domestic does not have an adequate theory has been widely recognized,and the most study follows a quantitative approach,the lack of meaning in the process of people to interact with the textbooks,this article adopts qualitative research method from bottom to top,select a sixth grade class from G elementary school in Wuhan city as the research object,with the edition of Chinese textbooks as an example,through the observation,interview,text analysis and so on data collection,using grounded theory of three-level coding way to continue coding analysis of data,This paper constructs a theoretical model of "attitude-motivation-behavior" based on identity and confrontation.The study found that students showed the coexistence of identity and confrontation in the process of using textbooks.Specifically,the students' attitude towards the textbook shows a kind of elastic expansion between love and evil.The students both obey and question the authority of the textbook,and both like and hate the textbook,presenting a chaotic contradictory state.This attitude is elastic expansion with the changes of compulsion,feedback and additional tasks.The motivation of students to use textbooks is an arbitrary combination of internal motivation and external motivation,and develops dynamically with the change of demand,the overall goal of activities,the goal of specific behaviors,and the strong and weak participation in social activities.Students' behavior of using textbooks presents a dialectical unity of faithful use and invisible confrontation.In class,textbook use is manifested as sunflowers pursuing the sun,active use under the cooperation of partners and invisible confrontation in the blind area of vision,while in class,textbook use is manifested as polarization under the pressure of task.Based on the above,the following conclusions are drawn: first,the use of textbooks by students is not a simple concept,but a complex and contradictory cultural phenomenon of constructing identity and confrontation in schools;Second,textbooks are instrumented in the process of students' use and are not fully used.Third,students use textbooks differently in different situations.Finally,some Suggestions for improving students' use of textbooks are put forward,and the research is further reflected and prospected.