Research On Compilation And Application Of The Unified Edition Of High School Chinese Teachers’ Teaching Books

High school Chinese language teachers’ teaching materials are an important component of Chinese language textbooks,playing an important auxiliary role in teachers’ educational and teaching activities.However,in the current field of Chinese language education,researchers have paid less attention to teacher books,and there are not many research literature on teacher books,and some frontline teachers’ use of teacher books is not ideal.As the unified edition of textbooks is put into use,teachers’ teaching materials have also been updated accordingly.In the context of using the same version of textbooks nationwide,studying the content and usage of the unified edition of teacher’s books is of great significance for further improving teachers’ teaching level and the quality of teacher’s book writing.This study takes the unified edition of high school Chinese language teacher teaching books as the research object,reviews the development process of teacher teaching books,analyzes the content of the unified edition of teacher teaching books,and uses questionnaire surveys and interviews to investigate the current use of teacher books.On this basis,understand the problems that teachers have in using teacher books,analyze the existing problems,further propose reasonable strategies for using teacher books,and propose suggestions for improvement and improvement in the writing of teacher books.The main part of this thesis is composed of five parts.The first part: Introduction.Clarify the origin of the research,review previous research results and current research trends on teacher books,clarify the research purpose and significance,clarify research ideas,and select research methods through inductive analysis.The second part: Overview of teaching materials for high school Chinese language teachers.In this section,the concepts of teacher teaching materials and the unified edition of high school Chinese language teacher teaching materials are first clarified.On this basis,the development and evolution of teacher textbooks were sorted out,and the development of teacher textbooks was divided into two stages before and after the new curriculum reform.The different characteristics of teacher textbooks in the development process were summarized.At the same time,it is pointed out that the unified edition of the teaching materials for high school Chinese language teachers has the value of guiding teachers’ classroom teaching,providing reference for teachers’ teaching,and promoting teachers’ development.The third part: Analyze the compilation of teaching materials for high school Chinese language teachers in the unified edition.This section is divided into two parts: the writing principles and the content characteristics of each module.Firstly,it is explained that the unified edition of the high school Chinese language teacher’s book is based on the principles of moral education,teacher professional development,the unity of the whole and the part,and the principle of innovation.Further analysis will be conducted on the structure and content of the teacher’s book writing.Firstly,the characteristics of the writing instructions and the new changes in writing will be elaborated.Then,the structure and content of the reading and writing teaching system,the comprehensive learning activity system,and the entire book reading teaching system will be analyzed to understand the characteristics of different teaching systems.The fourth part: Survey on the Current Situation of the Use of Teaching Books by High School Chinese Teachers in the Unified Edition.This section conducts a questionnaire survey on teachers teaching at different levels of schools,as well as interviews with teachers of different teaching ages in Nanning and Yulin cities in Guangxi,to understand the current situation of teacher book usage among frontline teachers in high schools.The survey results show that teachers’ attitudes towards the use of teachers’ books are polarized;Some teachers cannot read the teacher’s book in depth;The content of the teacher’s book is mainly used in individual sections.Based on the results of questionnaire surveys and interviews,the reasons for the problems in the use of teaching materials by teachers are analyzed,mainly due to the lack of rational understanding of teachers’ teaching materials,the lack of scientific methods used by teachers,and the neglect of individual differences among students in teaching.The fifth part: Suggestions for the use and compilation of the unified edition of teaching materials for high school Chinese teachers.In response to the problems encountered by teachers in using teacher’s books,reasonable usage strategies are proposed,mainly including: teachers should establish correct usage concepts and play the role of teacher’s books;Deeply study teacher’s books and creatively use them;Understand students’ learning situation and choose appropriate teaching content.At the same time,based on the questionnaire survey and interviews,teachers’ expectations for teacher books are proposed,and corresponding improvement suggestions for writing teacher book content are proposed: firstly,to supplement the teaching quality evaluation system and encourage teachers to evaluate and reflect on the teaching process;The second is to provide teachers with suggestions for class hour arrangements to meet their classroom teaching needs;The third is to enrich the content of the teaching guidance section and further enhance the practicality of teachers’ books.