Research On The Use Of Chinese Teachers’ Teaching Books In Primary Schools With Ministry Of Education

Since the first edition of Chinese textbooks was put into use,the new textbooks have attracted people’s attention.However,there is little research on Teachers’ teaching books at present.Teachers’ teaching books play an important role in Teachers’ education and teaching and are a part of teaching materials.This study takes the primary school Chinese teachers’ teaching books compiled by the Ministry as the research object,and makes a brief analysis on the compilation of teachers’ teaching books from two aspects: compilation concept and content composition.Using the methods of questionnaire and interview,this thesis explores the current use of the Ministry’s edition of primary school Chinese teachers’ teaching books in front-line teachers,analyzes the causes of the existing problems,and finally puts forward specific suggestions for teachers to better use the Ministry’s edition of primary school Chinese teachers’ teaching books,in order to give full play to its maximum role in the use of the Ministry’s edition of primary school Chinese teachers’ teaching books.This study is mainly divided into six parts,and the specific research contents are as follows:Introduction.This part clarifies the origin and significance of the study,combs the research status at home and abroad,and determines the research content and research methods of this study.Chapter one: The theoretical basis of the research.In this part,we sort out the related concepts of the books for primary school Chinese teachers’ teaching published by the Ministry,and explain the theoretical basis of the research,which mainly includes:constructivism learning theory,post-modernism curriculum view and teacher professional development theory.Chapter two: a brief analysis of the teaching books of primary school Chinese teachers compiled by the Ministry.In this part,it makes a brief analysis of the primary school Chinese teachers’ teaching books compiled by the ministry from the two aspects of compilation concept and content composition,so as to understand the compilation concept of teachers’ teaching books and the main contents and functions of each section of teachers’ teaching books.Chapter three: Investigation on the current situation of the use of teaching books by primary school Chinese teachers compiled by the Ministry.Through questionnaires and interviews,we understand the use of primary school Chinese teachers’ teaching books compiled by the Ministry in front-line teachers.Chapter Ⅳ: the problems and reasons in the use of teaching books for primary school Chinese teachers compiled by the Ministry.In this part,the questionnaire and interview results are explored,the problems existing in the use of primary school Chinese teachers’ teaching books compiled by the Ministry are discussed,and the causes of these problems are analyzed.Chapter Ⅴ: suggestions on the use of teaching books for primary school Chinese teachers compiled by the Ministry.In this part,aiming at the problems reflected in the questionnaire and interview,this thesis puts forward reasonable suggestions on the use of teaching books for primary school Chinese teachers compiled by the Ministry,and tries to maximize the effectiveness of teaching books for primary school Chinese teachers compiled by the Ministry.