Writing school-based textbooks is actually a major aspect of school-based curriculum development. It is a part of curriculum construction that is related to scientific knowledge and students' lives. Its successful development directly helps students improve their learning quality and develop their own. Lay a good foundation. For a long time, due to some special reasons, the development of school-based teaching materials has not been paid much attention, resulting in some problems in the development of school-based teaching materials. This article makes a preliminary analysis of the main problems existing in the construction of school-based teaching materials to help people find ways to compile school-based teaching materials. 1. Practical issues in the construction of school-based teaching materials. Since the founding of the People's Republic of China, the Ministry of Education has gone through many twists and turns in the construction of school teaching materials, and the construction of school-based teaching materials has been extremely difficult. Although the country has carried out the reform of the third-level curriculum in recent years, the construction of school-based teaching materials is still a challenge. It is difficult to make progress. Taken together, there are several main problems: First, school-based teaching materials cannot be appreciated by students and parents. Although many people emphasize the importance of school-based teaching materials and a considerable amount of teaching materials have been constructed and compiled, their quality is far from what is expected. Whenever schools use school-based textbooks, students and parents express apathy. Parents generally believe that school-based textbooks have little to do with the scientific knowledge that students learn, and if such textbooks are used in schools, they will affect students' academic performance. Students' choice of learning materials is mostly influenced by their parents. If parents want their children to succeed, they will naturally require their children to focus on the subjects to be tested. In this way, the children will no longer be interested in school-based textbooks. Second, school-based teaching materials cannot be welcomed by school teachers. After our investigation, we found that many places have thought about compiling school-based teaching materials, but most teachers in schools have little interest in this. The reason is that the content of school-based textbooks is naturally based on school-based culture, which is of little help to students in learning and mastering subject knowledge. Setting up corresponding school-based courses will affect students' academic performance, which in turn affects teachers' work performance. Most teachers hope to improve their status and worth through students' academic performance. Third, the correlation between school-based teaching materials and formal teaching materials is poor. Most of the content in school-based textbooks is about local culture. It is difficult to connect these contents with formal subject textbooks. If time is used to study school-based textbooks, it will take up time to study formal textbooks. In this way, insignificant school-based textbooks naturally have no place in schools. 2. Analysis of the causes of problems in school-based textbooks The above problems are only superficial phenomena that we understand. There are deep reasons behind these phenomena. Only by clarifying these reasons can we find solutions to the problems. After our investigation and research, we believe that the main reasons for the above problems are as follows: (1) What is school-based? Why compile school-based textbooks? We must have a clear understanding of this. At first, we did not pay attention to this issue when compiling school-based textbooks. We thought that school-based textbooks were the general folk customs and habits, general folk crafts and skills. However, when we discussed this issue with local teachers and villagers, we discovered that the villagers’ expectations for the school are not just to convey the general skills of local culture. People are eager to see their children succeed. People hope that their children will go out of the mountains and see the world. The idea is far greater than learning the local cultural content of the hometown. At the same time, the villagers are worried that their children will forget their ancestors and the land where they were born and raised after leaving their hometown. Therefore, we thought carefully that school-based textbooks are also teaching materials and an aspect of curriculum construction. We must understand what cultural content the villagers want their children to learn and know what is the most important thing. Only those cultural contents that are deeply embedded in people's minds are the most vital, and this is what we must consider when writing school-based textbooks. No matter where students go, the content of such school-based textbooks can deeply influence and help students' future. (2) In fact, whether the content of school-based textbooks is reasonably selected reflects our respect for local culture. If we only choose the content of teaching materials because we are experts, and use our own eyes to determine what is useful content and what is useless, then the content of such teaching materials does not respect the culture of others. We should regard respecting local culture as respecting human culture. Local culture is a microcosm of human culture or a specific embodiment of human culture. Because culture is the sum of all material and spiritual achievements created by people for survival and happy life. Get rid of your own cleverness, understand the material and spiritual needs of local people's lives, understand the local people's understanding and understanding of nature for thousands of years, understand the local people's style and characteristics of doing things, understand the local people's position and position of themselves The understanding of life is the recognition and respect of their thousands of years of history. (3) Respecting the villagers is a concrete manifestation of our respect for human culture. Many people always forget people when talking about cultural resources. In fact, people are the most important factor in culture. Without people, there would be no culture. Culture is created by people, and people should be highlighted in local culture. Similarly, culture also creates people. Everyone is the carrier of culture and is also the carrier of culture. Reinventor. Our school-based teaching materials must reflect respect for local people, and connect this respect with respect for human beings, rising or extending from the local cultural landscape to the country and human civilization. In this way, learners can feel their human role, build themselves, build self-esteem, and build self-confidence. (4) Respecting students is another important aspect that must be considered in the construction of school-based teaching materials.
Our school-based teaching materials directly serve students, so that students can feel fulfilled and excited after learning. Enrichment is to let students learn knowledge and make students feel that they have improved and progressed through learning; excitement is the psychological experience based on enrichment, and the pleasure after mastering and learning new knowledge. This requires us to put students first when compiling school-based textbooks, with students’ development as the goal, with students being able to confidently and proactively learn other subject courses as the goal, and with students acquiring the ability and self-esteem to create their own happy lives in the future. as goal. (5) Respecting teachers is a necessary condition for the success of the construction of school-based teaching materials. We know that schools are the center of civilization in every place. Most rural teachers are composed of local people. Even if there are a few teachers who are not natives, they are still locals. Teachers are the representatives of each local civilization and the main members of local cultural construction. They know best what students need, what parents and villagers need. They also understand what the local needs are, what are the differences between the local area and other places, and what are the local strengths and weaknesses. Respecting teachers is the best way to understand local needs and is also the guarantee for successful compilation of school-based teaching materials. (6) Respect human nature - human belief is the spirit of the construction of school-based teaching materials. Throughout the writing process, we have a belief that runs through it. This belief can be said to be the logical axis, or guiding ideology, of writing textbooks. This is our editors’ understanding and respect for human nature. In fact, respect for human nature reflects the firmness of our belief in people. People's beliefs are our writers' own understanding of people, their understanding of people's happiness, their understanding of human life, and their understanding of the quality of human life. Respect for people is directly reflected in our active appreciation and respect of school-based culture and the creator of school-based culture - school people. They are the components of human beings and the form of human existence. Belief in people means recognition and respect for each of them. People-oriented is not an empty slogan, but an acknowledgment of every living person and based on the life value and happiness of every living person. This is the idea behind school-based textbooks. 3. Approaches and methods for compiling school-based teaching materials Based on the above knowledge and understanding, we mainly adopt the following approaches and methods when compiling school-based teaching materials. (1) Determine the logical thinking based on the happy life of every student. This idea requires us to first consider the needs of students, the needs of local people's future quality of life, and the needs of national stability and unity when compiling teaching materials. From this, we found that the content of teaching materials should start from students' daily life, then expand to regional and local culture, and then extend to national culture and the shared culture of mankind. In this way, the students themselves, their parents, and school teachers all gave active support, solving the problem of understanding and recognition of school-based teaching materials by different groups of people. (2) Establish a reasonable and mutually respectful team structure. Writing textbooks is not just a matter for experts and scholars, but a matter for local people to pursue happiness through education. We are just helping them organize and discover the valuable results of their traditional culture for real life, and integrate the pursuit of real life with traditional Connect the achievements of cultural civilization to enable future people to obtain the superior content based on local culture, while also protecting the people from gaining self-esteem, self-esteem, and self-confidence. Therefore, the personnel who select and identify the content of our school-based textbooks are mainly composed of local cultural people, local experts, experts from government cultural agencies, and local teachers. We are just the organizers and service providers of this group, providing them with knowledge and information on learning psychology, education, sociology and development, answering the reasons for compiling teaching materials, organizing discussions with colleagues, identifying civilizational achievements, and collecting centralized collections. Information and other work. Of course, we also express our own opinions and participate in collecting cultural materials, but in this regard we are just students. (3) Implement a participatory working method of equality and mutual learning. The entire preparation of school-based textbooks is open, everyone knows what we want to do, everyone understands what we are doing. Everyone is a participant and can provide their own ideas and method suggestions. Everyone explores and finds his or her own position in the work. Even the old lady in the village knows what everyone is doing and her own value in this work. For example, she provides stories and lyrics that she knows for the compilation of teaching materials. You can make tea and deliver water to other participants. The process of work is the learning process for each of us. The villagers learned knowledge in the process, and the teachers learned a lot at work, which even made the words we use become more civilized and appropriate. (4) Our principle for screening and sorting out teaching material content is - respect. This principle is mainly reflected in the following: First, school-based culture is a concrete manifestation of human culture and a civilizational achievement created by the people of this place. The extension of this achievement is national culture and human culture. In the process of writing, the achievements of local civilization should be compared with the achievements of other ethnic groups or other countries. On the one hand, it allows students to understand the achievements of world culture through the achievements of local civilization; on the other hand, it is also a process for students to develop self-esteem, self-improvement, and get out of the mountains. Second, strive to maintain the original appearance of the school-based culture. These materials are the results of the local people. They are also the teaching materials collected and selected by local experts, elders and prestigious people. Trying to maintain the original appearance of these cultures can reflect our respect for human civilization. This respect has brought people Attention and love for school-based teaching materials.
Third, the use of school-based teaching materials is not limited to schools, but must be connected with the relevant work of local cultural stations and local governments. For example, rural festivals, tourism development, folk literature and art, and folk rituals are related. Teachers are not only from the school, but also include all villagers or local cultural cadres who love local culture and have talents in literature, art, and history. (5) Adopt a voluntary principle for the use of teaching materials. After the textbooks are compiled, we give them to schools free of charge and discuss how to use them with school staff. Teachers of various subjects decide on their own use of this textbook based on their needs for it, such as geography teachers, Chinese teachers, mathematics teachers, and natural science teachers. They all use this textbook to varying degrees and at different times. They found that it is most convenient to find the original cognitive experience or knowledge that students need to learn new knowledge through school-based textbooks, which greatly enhances students' interest and memory in learning, and students automatically form study groups, science groups and art groups. In short, through the compilation of school-based teaching materials, we directly participated in the practice of teaching material construction, wrote theoretical articles on the reform of school-based teaching materials, summarized the experience in school-based teaching material construction, and discussed various important issues in curriculum theory and teaching material theory. problems, and constructed the basic ideological system for compiling school-based textbooks. All of these are worthy of our further study, research and systematic summary. All our participants have also become more clear about their own positions and responsibilities as researchers, and have formed an equal work style, tolerance and respect for dealing with things. Everyone has a lot of feelings and gains.