西北农村初中语文教师教科书助学系统使用现状的调查研究

An Investigation into Junior Middle School Teachers' Utilization of Learning Assistant System for Chinese Textbooks in the Rural Areas of Northwest China

研究以西北三省17所农村初中学校的153名语文教师为样本,对语文教师课前、课中、课后助学系统的使用进行专题调查。研究发现:教师对助学系统具体内容的认识与熟悉程度不够,对助学系统中附录与插图的使用存在差异性,对助学系统的使用调适有余而创生不足,课堂中对学生助学系统的使用引导不够,课后对助学系统反思内容、方式较为单一。究其原因,农村学校升学取向的课程定位、语文课程制度的缺失、教师专业素养的局限、教科书助学系统编制的缺漏等,成为制约教科书助学系统有效使用的主要因素。因此,需要建立语文课程优化机制,建设农村教师教科书研究的专业共同体,提升农村教师教科书使用分析方法和评判意识,改进教科书助学系统编制,助力教师教科书研究与使用的专业性。

Taking 153 rural Chinese teachers from 17 junior middle schools in 3 provinces of Northwest China as subjects, this research investigates their application of learning assistant system before, during and after class, and it reveals the following problems： The Chinese teachers＇ awareness of and proficiency in using learning assistant system are low; There exist differences in their use of appendixes and illustrations in the system; Due to insufficient creativity, their guidance for students in using the learning assistant system is limited; Their after-class reflection on learning assistant system lacks diversity, both in its contents and forms. The major factors restricting the effective application of learning assistant system include： the enrollment-oriented curriculum project in rural schools, the lack of the Chinese curriculum system, the limitations of teachers＇ professional quality, and flaws in compilation of learning assistant system for textbooks. Therefore, it is necessary to establish the mechanism for optimizing Chinese curriculum, to construct the professional community for textbook research among rural teachers, to promote rural teachers＇ analytic method and critic awareness in evaluating textbooks, to improve the compilation of learning assistant system for textbooks and facilitate their professional research and application of Chinese textbooks.