Is pinyin teaching in primary schools a failure?

Investigation and analysis on the application of Chinese mathematics syllabus in primary schools in poverty-stricken areas and its countermeasures

Entrusted by UNICEF,1From September 7 to 26, 1997, some comrades from Shanghai Institute of Intellectual Development and Institute of Curriculum and Textbooks went to the northwest (Zhangxi 'an County, Kangle County, Xunhua Salar Autonomous County of Qinghai Province, Hualong Hui Autonomous County) and the southwest (Guanling Buyi and Miao Autonomous County, Zhenfeng County, Wulong County of Chongqing City). This paper investigates the implementation of the curriculum in some primary schools, focusing on the syllabus of Chinese and mathematics in compulsory primary schools and the use of corresponding teaching materials compiled and published by People's Education Publishing House in poverty-stricken areas, and puts forward countermeasures and suggestions on how to further promote the basic ability and future life, survival and development of rural primary school students, especially in rural poverty-stricken areas. ?

This study mainly adopts research methods such as literature review, questionnaire survey, interview and discussion, lectures and test paper analysis. ?

The author participated in the investigation of the Northwest Group. This paper only reports the information obtained from the investigation, causes analysis and preliminary countermeasures and suggestions, which are divided into three parts as follows. ?

I. Investigation: Difficulties and Problems in the Outline

The survey shows that in poverty-stricken areas, central primary schools in Chengguan and urban areas feel that minority languages and decimal syllabuses are more applicable, while primary schools in mountain villages feel that it is more difficult and the task is heavier. ?

Primary school mathematics

1. component

Due to the implementation of the fifth grade, the teaching time is not enough, and the teaching is very tense and heavy. Especially in the third grade of primary school, there are too many mathematics contents, which makes it more difficult for students to learn. Just after school, it's time for the final exam, and there's no review time. Some teachers report that they can't finish their teaching unless they work overtime. The difficulties in the fourth grade are scattered and all aspects are well connected. I can finish my study task and arrange two weeks of review. Judging from the academic performance of students in the whole primary school stage, grades one and two are easy to teach and learn, and preschool and grade one are repetitive, so their academic performance is high. By the third grade, students' grades have plummeted, and the saddle phenomenon is still very serious.

2. Difficulties and problems in the learning content of each part

(1) calculation. Students' oral arithmetic and estimation ability is poor, especially estimation, which is not easy to teach. After the teacher has finished teaching, the students can't master it, and the speed of students' oral calculation is too slow.

(2) application questions. It is difficult to apply for supplementary questions and supplementary conditions in the lower grades of primary schools. Mainly because the students are new here, have little literacy and poor language ability. Most students can't write conditions and ask questions. I can't speak because my spoken English is poor. Because students in poverty-stricken areas feel sad about their language proficiency, they find it difficult to understand practical problems, mainly because it is difficult to understand the meaning of the problems. In the second grade of primary school, there is a kind of application problem that is more than who. Students often use addition when there is "more than who" and subtraction when there is "less than who". For example, "there are 50 people in class one, and there are 5 more people in class one than in class two." How many students are there in Class Two? " (50-5) Compare "There are 50 people in Class One and 5 people in Class Two". How many students are there in Class Two? " (50+5) It is much more difficult for students to learn. 60% ~ 70% of the students can't do the last question. ?

(2) Chinese in primary schools

1. component

The difficulty of primary school Chinese is lower than before, but the knowledge is broadened, and children in mountain villages can adapt. However, due to the heavy weight, the ability of students is also high, but there are few class hours, so teachers and students have some difficulties in adapting, and they feel that teaching is very tense, so they must work overtime to complete the teaching task. ?

For example, after the implementation of the fifth grade, the pinyin teaching time of the first grade of primary school Chinese is even less than six weeks (only basic training 2, no basic training 4, at least seven to eight weeks). Judging from the teaching practice, the first book can't be read in these mountain village primary schools. Because students have just entered school, students in ethnic areas can't adapt to Chinese at once, and students in areas with heavy dialects can't adapt to Mandarin at once. Teachers can only use Putonghua to a certain extent, and have to use dialects or national languages extensively to promote students' understanding. In addition, due to the weakness or lack of preschool education for most students, teachers often spend a week or two training in school teaching routine, which makes the teaching time of senior one more tense. ?

The literacy requirement of 2500 words in primary school Chinese is still very high, especially in the first book. Because the previous task of teaching Chinese Pinyin has been difficult to complete, the latter task is even more arduous. According to the teacher of a school, when graduating from primary school, middle-class students can only recognize 1500 ~ 1800 words, while upper-middle students can only recognize more than 2,000 words. ?

2. Difficulties and problems in the learning content of each part

(1) Pinyin. In Chinese teaching, due to the influence of dialects, the pronunciation of pinyin and words (listening to Mandarin and speaking Mandarin) is more difficult, with high pinyin reverse reading rate and low consolidation rate. Dialect has a great influence on tone teaching. Relatively speaking, middle school students who just graduated have higher pinyin quality, so they teach better; Generally speaking, young teachers teach well, but old teachers can't adapt. Pinyin is difficult even for many newly graduated middle school teachers and students. ?

(2) literacy. The order of strokes is also difficult. Many teachers cannot do these things themselves. A little more classified literacy. ?

(3) reading. Students are more interested in reading things that are familiar to students in poor areas and close to their daily life experience, and it is easier to learn, which is also helpful for students' composition, because many words, sentences and materials appearing in such texts can be directly used by students when writing. Unfamiliar content is new to students, and understandable content is still very interesting to students; However, if students still can't understand through intuitive means such as teacher's explanation or wall chart, their interest will be lost. Generally speaking, students can't devote themselves to texts with strange themes. The words and descriptions in these texts are far from students' lives, so students seldom use them to describe their life experiences when writing compositions. Therefore, this kind of writing is of little help to students' composition. Although materials unfamiliar to students are difficult to learn and teach (some teachers have never seen them), teachers try their best to create teaching conditions in order to broaden students' horizons. The teaching of Tang poetry is more difficult. This poem is easy to read and remember, but students can't understand its meaning in their own words.

(4) writing. For students in poverty-stricken areas or ethnic minority areas, reading is slightly better, but listening, speaking and writing are more difficult, especially for senior students. For example, students in grade three are required to write a paragraph, but the students in the mountain village are not good enough. Students feel that there is nothing to write and say. In fact, students can't speak or write, and their expressive ability can't meet the requirements of the syllabus. It is suggested that for mountain village students, only two or three sentences should be written in the last semester of grade three, and four or five sentences should be written until one paragraph in the next semester of grade three. Looking at pictures and writing is too much for children in mountain villages. It is difficult to look at pictures and write in poor areas because students have less contact and less extracurricular reading. In addition, the social culture is backward, the language environment is poor (for example, parents are not strong in self-expression and have little communication with their children), and the cultural environment is poor. In addition, some composition topics are not suitable for the reality of students' life experience in mountain villages, such as writing about a corner of zoos, department stores and parks. Students cannot write unfamiliar or unfamiliar content. Therefore, it is suggested that when designing composition topics, if there are topics that are not necessarily suitable for the life experience of mountain village students, two composition topics can be provided, one of which is a composition topic with some mountain village themes, so that schools in mountain village areas can choose. For example, in the sixth grade, students are asked to write an event that happened during the Spring Festival. Northwest Hui students don't celebrate the Spring Festival, so it is suggested to add another topic (for example, minority students can write an event during their own national festivals) for students in such areas to choose from. ?

2. Analysis: The reasons why it is difficult for poor areas to reflect.

According to the survey, the average passing rate of students in some poor areas is less than 50%, and even the passing rate of many classes is 0. Why do many teachers and students in these areas work overtime, exceeding the class hours (for example, many schools add two or three classes a week to the lower grades of primary schools), but there will still be such an ending?

There are many factors that affect students' academic performance. According to our investigation, the factors that cause students' academic failure in poor areas and teachers and students generally reflect the difficulty of Chinese mathematics course in primary schools are as follows:

(A) students' own factors

The factors that affect the academic performance mentioned here are the students' own factors, which mainly refer to the initial state when they enter the formal education system, including ① the level of students' cognitive learning ability, such as memory ability, attention ability, observation ability, listening and speaking ability, reasoning ability, existing knowledge base, existing experience, and students' cognitive characteristics, such as self-concept; ② Students' curiosity, thirst for knowledge, learning motivation, students' confidence in learning success and other emotional characteristics; ③ Whether the students work hard, whether they have perseverance and perseverance, whether they are playful and active, or whether they are quiet and thoughtful; ④ Students' nutritional and health status, vitality and energy and other physiological characteristics. The characteristics of these students (especially cognitive and emotional characteristics) are influenced by whether they have attended kindergarten or not, what kind of preschool education they have received, and also by the characteristics of family education. Scientific preschool education and good family education are beneficial to students' academic success after entering school.

Most students in poverty-stricken areas have never entered kindergarten or preschool before entering school, and have not received comprehensive and scientific preschool education. When they enter school, their language expression ability and thinking ability are far behind those of urban children. Some students are malnourished and lack energy, so they can't concentrate in class. ?

In addition, because most students' preschool education is weak or lacking, they don't know the school routine. Teachers often spend a week or two training school teaching routines (such as entering the classroom when hearing the bell, standing up in class, raising your hand when talking, not fighting in class, observing discipline, learning pen-holding skills and so on). ) in order to make students adapt to school life, which makes the teaching time of grade one more tense. ?

(B) Teacher factors

From the teacher's point of view, the factors that affect students' academic performance mainly include: ① teachers' teaching ability; ② Teachers' attitudes towards all kinds of students; (3) What teachers want students to get (teachers' expectations of students' academic performance). ?

The poor teaching ability and level of teachers in poor areas are mainly due to:

1. There is a serious shortage of qualified public teachers. Even if there are private teachers, the number is still seriously insufficient. Many schools have hired substitute teachers. Rural schools are mainly private teachers and substitute teachers. Some schools are still short of teachers, so they have to ask people in the village who can read and calculate to teach, and pay in kind (such as how many kilograms of rice a year). For example, in Zhangxi 'an County, Gansu Province, which we investigated, only 25% were public teachers. Such a team of teachers can't guarantee the quality of teaching at all, and scientific mistakes often appear in teaching.

Because many teachers have not received any formal training, they are simply not qualified for teaching. Among the teachers in poor areas, the new teachers who just graduated from normal schools are basically the highest quality team. But even these teachers, many Chinese characters have dialects, and as a result, many Chinese characters taught to students have wrong pronunciations. As for the pinyin and Chinese pronunciation taught by other teachers, it is even more impossible to guarantee their accuracy.

As for teaching methods, let alone teaching methods. For example, when teaching students to read, most teachers' teaching methods are outdated and only teach life and death by rote. As a result, students can only memorize. For example, in reciting the word "dust", only a few teachers can guide students to know that "dust" is "small soil", so as to understand and remember. ?

2. Because these teachers' meager wages are often in arrears (teachers in four counties we investigated are generally in arrears for four to five months), in order to make a living, teachers have to spend a lot of time continuing to farm or obtaining necessities through other means. Moreover, teachers in these areas are generally responsible for literacy work in their own areas. In addition, many teachers have to spend a lot of time mobilizing students to attend classes to prevent students from dropping out of school. Due to the shortage of teachers, the workload of many teachers has been overloaded; Moreover, once a teacher asks for leave due to illness, it is even more difficult for other teachers to help substitute. ?

In this way, teachers' time for preparing lessons, teaching and research and counseling is extremely limited. In fact, many teachers simply don't have time to prepare lessons, do research and give guidance, let alone research outlines and textbooks. ?

As for further study, it is even more distant. Many teachers are middle school students who graduated from the sixties and seventies, and their knowledge is seriously aging, so they can't adapt to the teaching of new curriculum materials at all, and some pinyin has been forgotten. ?

Most teachers have no chance to leave their villages, and even most mountain village teachers have never left their hometowns for generations. The farthest place they have been is the county seat. According to comrades in Gansu, many teachers in Gansu don't know where Lanzhou is, and few people have been there, let alone cross China and go to the world. As a result, teachers have narrow knowledge and narrow vision. Many contents and materials in the syllabus or textbooks are not well understood by teachers. ?

I don't know or understand the new syllabus and new textbooks.

Most teachers have not been trained in the new syllabus and new textbooks (mainly due to financial difficulties, and the funds of the education department are only enough to pay 70% or even 50% of teachers' salaries). The main content of training is teaching method, and the training of writing intention is less. Moreover, judging from the limited amount of training organized, the quality of provincial outline training can still be guaranteed, not to mention the quality of county training. ?

Few teachers really take the time to analyze the new syllabus and new textbooks, so as to understand and thoroughly understand them. ?

On the one hand, few teachers consider how to achieve the teaching objectives (teaching requirements) and how to complete the teaching tasks of each book and each unit. In fact, teachers know little about teaching objectives (teaching requirements and teaching tasks). Most teachers understand the teaching goal according to the homework after the text: students will do exercises and homework later, even if they have achieved the teaching goal. Therefore, most teachers study homework first and carry out teaching based on it, instead of carrying out teaching based on the research of teaching objectives in the syllabus. ?

In addition, most teachers can't distinguish the teaching requirements of several levels in the syllabus and textbooks (the teaching requirements of knowledge in the mathematics syllabus of compulsory primary schools are divided into four levels, and the teaching requirements of skills are divided into three levels: knowing, mastering and mastering), and many teachers don't even know this distinction. In this way, many teachers' requirements for different knowledge and skills are often unified into the highest level of application and proficiency, which seriously exceeds the syllabus and makes the learning content that was originally heavy for poor areas even more unbearable. In fact, many schools (especially central primary schools with good conditions) are fully qualified for the teaching tasks in the syllabus and textbooks, but because teachers do not fully understand the syllabus and textbooks, they arbitrarily raise the teaching requirements and artificially increase the burden of teaching and learning. ?

On the other hand, the new syllabus and textbooks put forward many new requirements for teachers' teaching, but many teachers still use the old teaching methods to teach new textbooks.

For example, the new primary school syllabus and textbooks, especially mathematics, emphasize the use of hands and brains and the educational role of operation in learning. But most teachers only have a simple understanding of the significance of operation in primary school mathematics learning. Many teachers think that students spend too much time fiddling with it, and the teaching time is already tight, so few teachers let students operate in practice. In teaching, teachers seldom think of trying to make teaching AIDS and learning tools for students to operate. Teachers in these schools rely heavily on textbooks, but only use pictures in books to guide students to learn intuitively, without the consciousness and ability to make teaching AIDS. This has greatly affected the teaching effect of the new syllabus and new teaching materials. ?

What's more, most teachers haven't read the syllabus, many teachers don't have a teaching book (teaching reference), or many people are using one, and even some schools use old teaching reference without new teaching reference. Among the schools we investigated, there is actually a primary school, and there is no teacher for reference in the whole primary school. The schools we focus on are basically township central primary schools or county central primary schools.

It should be said that teaching reference materials are important materials for teachers to understand new textbooks and indispensable reference materials for teachers' teaching. Under the condition of such textbooks in poor areas, it is impossible for teachers to thoroughly understand the textbooks, and it is even difficult to roughly understand the new features of the new textbooks. ?

Most schools are not equipped with all kinds of teaching AIDS, learning tools or self-study materials. ?

In fact, many teaching AIDS and learning tools can be made by teachers using local materials. But few teachers do this. In the process of our investigation, the only teaching AIDS we saw were the small blackboard with words written in advance and the cards with oral arithmetic questions. ?

In addition, many schools and teachers simply don't know that primary school Chinese is also equipped with self-reading textbooks, and they don't know the serialization of textbooks. Most of them think that textbooks are just textbooks. ?

(C) School factors

From the school's point of view, the factors that affect students' academic performance are mainly: ① various physical facilities of the school (that is, the overall quality of school buildings, the service level of laboratories and libraries, etc. ), ② Campus culture construction, etc.

Schools in poverty-stricken areas often have just passed or are in the stage of renovation of dangerous buildings, and other facilities cannot be considered at all. Due to economic difficulties, most schools do not have teaching AIDS such as specimens for teaching. Most schools don't even have teaching AIDS, learning tools and self-reading textbooks published with textbooks, or even know that these textbooks exist. Most schools don't have modern teaching media, only a few schools have tape recorders, slides and projections, not to mention teaching TV, videos, computers and other audio-visual education means. There are tapes for pinyin teaching, but because we can't afford them, it increases the difficulty of pinyin teaching. Even some schools do not provide teachers with teaching staff because of financial difficulties. Economic difficulties also make it impossible for primary school activity classes to carry out practical activities such as visits. ?

Because there are many students, few classrooms and few teachers, many central primary schools have classes with 60-80 students or even 100 students. ?

In addition, 50% of schools in Xunhua County, Qinghai Province are teaching points, with only 1 ~ 3 teachers, which makes it more difficult to run such schools in all aspects. ?

This condition of running a school is a huge obstacle to improving the quality of education. ?

family factors

Family factors that affect students' academic performance mainly include: ① parents' characteristics (parents' education, occupation, thinking characteristics, personality, values and pursuit, etc. ); (2) family economic status and total cost of study; ③ Some psychological factors in the family environment (mainly including parents' expectations for children's learning, the general attitude of the family to mastering knowledge, the quantity, variety and quality of family cultural life, the opportunities and habits provided by the family for children's independent and oral expression, the family atmosphere and harmony, etc.). ); ④ The quantity and quality of family counseling. ?

As far as parents of students in poor areas are concerned, most parents are indifferent to their children's academic performance, and some parents even don't know which grade their children are in, which is in sharp contrast to the phenomenon that parents in cities are worried when they see their children get 99 points instead of 100 points. ?

In addition, parents use dialects or national languages instead of Putonghua at home, their parents have low educational level and are unable to help their children with their studies (less than 65,438+00% parents provide family guidance for their students), parents do not buy extracurricular reading materials for their children, and so on.

Children are tied up with housework after school and have no time to do their homework, or they have no conditions to do their homework because of the poor learning environment. Students can't finish the preview homework assigned by the Chinese teacher, or don't do it at all. In this way, we have to spend some time in class doing some homework that should be done at home, thus making the already tense teaching time even more tense. ?

All these constitute obstacles to students' academic success: poor language environment, poor cultural environment and poor learning environment. ?

(e) community factors

The community factors that affect students' academic performance mainly include: ① the geographical location of the school and the means of transportation to school; ② the level of economic development of the community; ③ The quantity and variety (richness) and quality of community cultural life; ④ The natural and humanistic environment of the community.

The social, economic and cultural development of these poor areas is very poor. Due to the backward economic development, students can not clearly feel the role of modern scientific and technological civilization in economic and social life through the real society, and can not be influenced by modern civilization from the environment. As a result, children in poor areas are less knowledgeable than children in cities, and it is difficult to understand a lot of modern knowledge, and there is no strong motivation to learn modern scientific and cultural knowledge. ?

In addition, without bookstores and libraries, students' reading is extremely limited. ?

It should be said that TV is an important means of education for children in mountain villages, and it is also conducive to the improvement of students' listening and speaking ability of Putonghua. Teachers also reflect that it is true, for example, students can accurately imitate advertisements on TV. However, due to the low TV penetration rate in these areas (the home TV ownership rate of students in a central primary school we investigated is less than 50%) or the lack of electricity, the time spent watching TV is limited. In this way, students have little chance to get information and get in touch with Putonghua through TV, and the beneficial role of TV has not been fully exerted. ?

Due to economic backwardness, when many students are in danger of dropping out of school because they can't afford books, teachers still have to give them what little money they have even if they are in arrears with their salaries for four or five months. In the primary schools we investigated, there are almost no teachers who have not faced this situation. In the case of no choice, some students use the old textbooks of their brothers and sisters. However, because there are many fill-in-the-blank questions in textbook exercises, students use old textbooks filled with answers. Before they have time to think about these questions, the answers come into view, which simply fails to achieve the purpose of practice. In this way, students who use old textbooks have fewer opportunities to practice than those who use new textbooks, and the quality of learning is of course greatly affected. ?

(six) the concept of educational administrators and the standards of educational evaluation

In our investigation, we found that the concept of exam-oriented education among many education managers has a good market. Under the guidance of the concept of exam-oriented education, they evaluate teachers' teaching work, not according to the requirements of the syllabus, but based on the topics in various workbooks in society. ?

However, after analyzing these workbooks, we find that the topics in these workbooks are seriously beyond the outline, and we have completely failed to grasp the spirit and specific requirements of the outline, and even many topics are puzzling. I don't know what knowledge or ability students need to test on such topics. Some topics do not advocate flexible use of what you have learned, but emphasize rote memorization of textbook content. ?

As a result, the teacher is tired of coping, and after teaching the textbook, he has to lead the students to do this harmful exercise in the workbook sent by the superior, because when the superior says that the final exam is needed and the teaching quality is checked, he will look for questions from these workbooks. In this way, the already extremely tight teaching time is even more tense, and the pursuit of higher teaching requirements than the syllabus can not meet.

In the interview, many front-line teachers clearly expressed their resistance and helplessness to this superior instruction, thinking that this is not testing students, not finding out the mistakes and difficulties that students are prone to make through exams and giving remedial teaching, but testing teachers. Some teachers have expressed their views emotionally, and think that to test teachers, we must first test whether these higher education management departments really understand education, whether they really understand teaching syllabus and teaching materials, and whether they really work with the concept of quality education. ?

Under the influence of these factors, children in poor areas show obvious gaps with urban children in learning ability, learning speed, learning efficiency and learning quality. In this way, for urban children, learning content that can be mastered in three class hours may take four or even five class hours for rural children. In this way, the learning goals that urban children can achieve in the third grade may be delayed until the fourth grade for rural children to master. This is the reason why poor areas think the course materials are difficult and heavy. ?

Therefore, according to the psychological characteristics of children in poverty-stricken areas, it is required to design learning objectives, learning content and organization methods that are in line with their development ability, and to compile practical curriculum materials. ?

But at present, schools in our country, whether living in highly developed cities (except Shanghai and Zhejiang) or poor and remote mountain villages, must use the same set of syllabus. This kind of course textbook, which is not in line with the reality in poverty-stricken areas, has aggravated the academic failure of students in these areas.

3. Countermeasures: the inevitable choice of seeking truth from facts.

(1) Policy countermeasures: multi-scheme and multi-source comprehensive management.

From the above analysis, we can see that in order to promote the academic success of students in poverty-stricken areas and really improve the quality of education in poverty-stricken areas, we must realistically design curriculum materials that are in line with the actual conditions in these areas (suitable for the existing local conditions, the development prospects that can be realized in the near future, and meet local needs). We can't blindly pursue unified standards regardless of realistic conditions and development possibilities, regardless of local development needs. Therefore, only one set of syllabus and textbooks can't adapt to China's obviously unbalanced national conditions, which requires China to form a pattern of compiling multi-course and multi-volume curriculum textbooks.

Poverty-stricken areas should have a syllabus suitable for the existing local realistic conditions. On the other hand, for these poor areas, if we want to improve the quality of teaching, we must make great efforts to improve the quality of teachers as soon as possible, so that they can meet the basic standards set by the state. Otherwise, even if the curriculum standards (teaching requirements) are set lower in the syllabus, the current quality of teachers may not be able to adapt to most areas. These areas should make short-term and long-term development plans for the number and level of teachers according to the actual situation through investigation and study. In addition, we should try our best to improve the conditions of running schools in these areas, strengthen preschool education in these areas, improve the level of family education through parent-teacher conferences, home visits, parent schools, etc., improve the community situation, and guide educators at all levels to completely shift their educational concepts to quality education and carry out comprehensive actions persistently for a long time. In these aspects, local governments should increase investment and the state should give appropriate policy, economic and operational guidance. In view of the affordability of students' families in poverty-stricken areas, it is suggested that schools in poverty-stricken areas should implement a free supply system of teaching materials, and the required funds should be invested by the state or local governments.

In a word, it is necessary for a country like China to have multiple programs, but it is impossible for a country to have more than a dozen or even dozens of programs. So, how many sets of outlines do we need to adapt to this unbalanced situation in China? Because in the syllabus, the learning objectives, learning contents and learning methods are only roughly stipulated (there is no precise detailed stipulation), the syllabus itself has certain flexibility and adaptability. In this way, we can divide the situation of various regions and schools in China into several categories and formulate several types of outlines accordingly:

Syllabuses and textbooks suitable for economically and culturally developed areas and schools with good educational foundation; ?

Syllabuses and teaching materials suitable for most areas and ordinary schools in China; ?

Agricultural and pastoral areas and remote areas with relatively backward economy and culture are suitable for schools with relatively poor school conditions;

Syllabus and textbooks suitable for schools in minority areas of China. ?

Then, under the guidance of each set of syllabus, how many sets of corresponding teaching materials can be compiled? Is it possible to write casually, and the textbooks that have passed the experiment and review can enter the market at will to participate in the textbook competition?

This should be analyzed according to the specific national conditions of China. ?

First, in our country, the choice of teaching materials lies in the education administrative department rather than the teachers, which is very different from foreign countries. In addition, because most of today's education adopts the class teaching system, students in a class must choose the same textbook. The particularity of today's educational organization determines that the choice of textbooks cannot be attributed to the final buyers and users of students' textbooks. This is very different from ordinary commodities: it is not the end consumers (students and teachers are the ultimate buyers and users of textbooks) who decide the competitiveness of each set of textbooks, but the education administrative department with the right to choose textbooks; The power that plays a direct and decisive role in the textbook market competition is not the interests of the ultimate consumers (students and teachers) of textbooks, but the interests of the educational administrative departments that have the right to choose textbooks. ?

When the evaluation of teaching materials by the education administrative department conflicts with the evaluation of teaching materials by front-line teachers and students, and when the interests of the textbook selector (education administrative department) and the end users (students and teachers) are inconsistent in the process of selecting teaching materials, the education administrative department can enforce a set of teaching materials through administrative orders (this is the case in reality), which hinders the fair competition among all sets of teaching materials and the expectation that the competition of teaching materials will bring about the improvement of teaching materials and education quality?

Second, textbook compilation is a complex project, which has special requirements for the quality of textbook compilers. Not any educator who has no experience in textbook writing can master and master the work quickly and easily, and the growth and cultivation of textbook writers need a certain process. In addition, the publication, distribution and rental of teaching materials all require some experience.

Moreover, the construction of teaching materials is a long-term project, and a round of teaching material reform and experiment takes as little as three or four years and as much as five or six years. From the start-up, design, writing, experiment, submission and promotion of textbook writing, in this complicated and long process of textbook writing, textbook writers need to invest a lot of energy and time in research, design and experiment, which is neither a business that can be accomplished overnight nor can they be competent and completed only in their spare time. Therefore, the compilation of teaching materials should not be carried out as temporary work or amateur work. It is also inappropriate if the main force in the textbook writing team is a novice textbook writer.

Therefore, a stable professional team should be engaged in the compilation, publication and distribution of teaching materials for a long time, so as to ensure the continuous improvement of the level and quality of teaching materials compilation and the continuous improvement of the efficiency of publication and distribution. In the near future, the right to compile textbooks will be completely liberalized, which will inevitably lead to a rush, leading to a decline in the quality of textbooks; If the distribution of teaching materials and other links can't keep up, it will affect "