Investigation And Research On The Use Of Teaching Books For Qingdao Primary School Science Teachers

In today’s world,scientific discovery and technological innovation continue to be discovered,which puts forward new requirements for every citizen’s scientific literacy.Primary school science curriculum is a national curriculum aimed at cultivating citizens’ scientific literacy.Primary school science textbooks play an important role in supporting teachers to carry out teaching and promoting students’ learning.Teachers’ teaching books are one of the important parts of primary school science textbooks.They help teachers understand the relationship between textbooks and curriculum standards,guide teachers to use textbooks well,understand the compilation concept,framework and structure of textbooks,the relationship between each part,and the design intention of textbook content and activities.Therefore,it is of great value to study the status quo of teachers’ use of teachers’ teaching books to improve teaching quality and promote the development of students’ scientific core literacy.Around Qingdao version of elementary school science teachers teaching book general usage,the use of time,using columns,using effect,using literature study,questionnaire investigation,interview investigation method,the L city D area of the questionnaire survey to 84 primary school science teachers to interview six teachers,found that 84.5% of the teachers often use ’book,90.5% of the teachers thought that teachers’ books were helpful to teaching,but there were still the following problems in the process of using them: the survey found that there were the following problems in the use of primary science teachers’ teaching books:(1)there were significant differences in the frequency of teachers’ using teachers’ teaching books when preparing lessons;(2)which part of the teacher part of the teacher test proposition does not refer to the teacher teaching books;(3)the frequency of teachers’ teaching suggestions,teaching cases and learning evaluation plates is not high.(4)Computer science,secondary normal school professional and part-time teachers think teachers’ teaching books can not fully meet their teaching needs.Through the analysis of the survey data,it is concluded that the reasons restricting teachers’ better use of teachers’ teaching books are as follows:(1)the frequency of teachers’ use of teachers’ teaching books is affected by network resources and economic development;(2)The content setting of teachers’ teaching books can not guide the needs of examination propositions;(3)The use value of teaching suggestions,teaching cases and learning evaluation in Teachers’ teaching books is not high;(4)Teachers’ professional level restricts teachers’ teaching books to meet their teaching needs.In view of the above problems found in the investigation and analysis of the causes of the problems,this study puts forward the corresponding solutions:(1)make joint efforts to give full play to the lesson preparation value of teachers’ teaching books;(2)Improve the reference value of teachers’ teaching books to test propositions;(3)Enhance the availability of teachers’ teaching books,teaching suggestions,teaching cases and learning evaluation(4)improve the use of teachers’ teaching books by non professional teachers.