What is a local textbook?

Teaching materials with local geography, history, politics, economy, culture and ethnic status as the content. 18th century, French thinker J.-J. Rousseau and Swiss educator J. H. Pestalozzi advocated teaching local geography knowledge to children. Later, some educators gradually extended local textbooks to local history, local society, local nature, local literature and so on. Teaching local textbooks to children not only conforms to the teaching principles from near to far, from concrete to abstract, but also helps children understand and cultivate the concept of loving local culture. Some countries once set up local subjects in primary schools to teach local textbooks. Now, the content of local studies is integrated into all related disciplines for teaching. China has a long history and a vast territory. Natural conditions vary greatly from place to place, and there are revolutionary traditions and cultural relics worth telling. Compiling local textbooks with local characteristics for students to learn is helpful to encourage children to inherit the revolutionary tradition and carry forward the spirit of patriotism. Some Problems and Countermeasures in the Compilation of Local Textbooks The compilation of local textbooks is actually a major aspect of school-based curriculum development and a part of curriculum construction related to scientific knowledge and students' life. Its successful development directly helps students improve their learning quality and lays a good foundation for their development. For a long time, due to some special reasons, the development of local teaching materials has not been paid enough attention, resulting in some problems in the development of local teaching materials. This paper makes a preliminary analysis of the main problems existing in the construction of local teaching materials in order to help people find ways to compile local teaching materials. I. Practical Problems in the Construction of Local Textbooks Since the founding of the People's Republic of China, the Ministry of Education has experienced many twists and turns in the construction of school textbooks, and the construction of local textbooks is extremely difficult. Although the country has carried out three-level curriculum reform in recent years, the construction of local teaching materials is still difficult. To sum up, there are several problems: First, local textbooks cannot be appreciated by students and parents. Although many people emphasize the importance of local textbooks, and a considerable number of textbooks have been built and compiled, the quality is far from their expectations. Whenever schools use local textbooks, students and parents show a cold attitude. Parents generally believe that local textbooks have little to do with students' scientific knowledge textbooks, and if they are used in schools, their academic performance will be affected. Students' choice of learning materials is mostly influenced by their parents. If parents want to succeed, they naturally ask their children to concentrate on the subjects they take, so that their children will no longer be interested in local textbooks. Second, local textbooks cannot be welcomed by school teachers. After our investigation, many places have also thought about compiling local textbooks, but most teachers in the school are not interested in it. The reason is that the content of local textbooks is naturally mostly local culture, which is of little help to students in learning and mastering subject knowledge. Offering corresponding local courses will affect students' academic performance, and then affect teachers' work performance. Most teachers hope to improve their status and value through their students' academic achievements. Third, the relevance between local textbooks and regular textbooks is poor. The content of local textbooks is mostly local culture, which is difficult to connect with formal subject textbooks. If you spend time studying local textbooks, it will take up the time of regular textbooks. In this way, the insignificant local textbooks will naturally have no "foothold" in schools. Second, the analysis of the causes of problems in local textbooks The above problems are only superficial phenomena we know, and there are deep-seated reasons behind these phenomena. Only by understanding these reasons can we find a solution to the problem. After our investigation and study, we believe that the main reasons for the above problems are: (1) What is local? Why should we compile local textbooks? We must have a clear understanding of this. At first, we didn't pay attention to this problem when compiling local textbooks, thinking that local culture is general folk customs, general folk crafts and skills. However, when we discussed this issue with local teachers and villagers, we found that the villagers' expectation of the school is not only the general skills of transmitting local culture, but also people's desire for success. People want their children to go out of the mountains and see the world more than to learn the local cultural content of their hometown. At the same time, villagers are worried that their children will forget their ancestors and their land after leaving their hometown. Therefore, we have seriously considered that local textbooks are also teaching materials and an aspect of curriculum construction. We must know what cultural content the villagers want their children to learn and what is the most important. Only those cultural contents deeply rooted in people's minds are the most vital, which is what we must consider when compiling local textbooks. Wherever students go, such local textbooks can deeply influence and help their future. (2) In fact, whether the content selection of local textbooks is reasonable reflects our respect for local culture. If we just pretend to be experts to choose the content of teaching materials and judge what is useful and useless with our own eyes, then such teaching materials do not respect other people's cultures. We should regard respect for local culture as respect for human culture, which is a microcosm or concrete embodiment of human culture. Because culture is the sum total of all material and spiritual achievements created by people for survival and happy life. Getting rid of one's cleverness, understanding the material and spiritual needs of local people's life, understanding the local people's knowledge and understanding of nature for thousands of years, understanding the local people's style and characteristics of doing things and being a man, and understanding the local people's orientation and understanding of life are the recognition and respect for their thousands of years of history. (3) Respecting villagers is a concrete manifestation of our respect for human culture. Many people always forget people when they talk about cultural resources. In fact, people are the most important factor in culture. Without people, there is no culture. Culture is created by people, and local culture should highlight people. Similarly, culture also creates people, and everyone is the carrier and reconstructor of culture. Our local textbooks must reflect the respect for the local culture, and link this respect with respect for people, and rise or extend from the local cultural landscape to the civilization of the country and human beings. Only in this way can learners feel the role of their own people, build themselves, build self-esteem and self-confidence. Respecting students is another important aspect that must be considered when compiling local textbooks. The direct target of our local textbooks is students, which makes them feel full and excited after learning. Enrichment is to let students learn knowledge and make them feel that they have improved and made progress after learning; Excitement is a kind of psychological consciousness based on enrichment, and it is a pleasure after mastering and learning new knowledge. This requires us to put students first, take students' development as the goal, take students' self-confidence and initiative in learning other subjects as the goal, and take students' ability and self-esteem to create their own happy life in the future as the goal when compiling local textbooks. (5) Respecting teachers is a necessary condition for the successful construction of local textbooks. As we know, schools are the center of every local civilization, and most rural teachers are made up of local people. Even if a few teachers are not "locals", they are "locals". Teachers are the representatives of every local civilization and the main members of local cultural construction. They know best what students need and what parents and villagers need. They also know what the local needs, where the gap between the field and the local, and where the local advantages and disadvantages are. Respecting teachers is the best way to understand local needs, and it is also the guarantee for the success of compiling local teaching materials. (6) Respect for human nature-humanistic belief is the spirit of the construction of local textbooks. In the whole process of compiling, we have a belief, which can be described as the logical axis or guiding ideology of compiling teaching materials. This is our editor's understanding and respect for human nature. In fact, respect for human nature reflects our firm belief in people. People's belief is our writers' own understanding of people, their happiness, their life and their quality of life. Respect for people directly shows that we should actively appreciate and respect local culture and its creator-locals. They are the composition of human beings, that is, the form of human existence. Trust in people is recognition and respect for everyone. People-oriented is not an empty slogan, but the recognition of everyone who is alive, based on the life value and happiness of everyone who is alive. This is the concept of local textbooks. Third, the ways and methods of compiling local textbooks According to the above knowledge and understanding, we mainly adopted the following ways and methods when compiling local textbooks. (A) to determine the happy life of each student as the basis of logical thinking. This idea requires us to first consider the needs of students, the future quality of life of local people and the needs of national stability and unity when compiling teaching materials. From this, we find that the content of teaching materials should start from students' daily life, then extend to regional and local cultures, and then extend to national culture and human culture. In this way, students themselves, parents and school teachers have given active support and solved the problem of understanding and recognition of local textbooks by different groups. (2) Establish a team organization with reasonable respect. The compilation of teaching materials is not only a matter for experts and scholars, but also a matter for local people to pursue happiness through education. We just help them organize and discover valuable achievements in their traditional culture, and link the pursuit of real life with the civilized achievements of traditional culture, so that future people can gain advantages based on local culture and protect people's self-esteem and self-confidence. Therefore, the personnel who choose and determine the content of local textbooks in China are mainly composed of local intellectuals, local experts, experts from government cultural institutions and local teachers. We are only the organizers and service providers of this group, providing them with knowledge and information on learning psychology, pedagogy, sociology and development, answering the reasons for compiling teaching materials, organizing discussions, identifying civilized achievements and collecting information centrally. Of course, we also express our opinions and participate in the collection of cultural materials, but we are only students in this respect. (3) Implementing an equal and mutual learning working method-participatory. The compilation of the whole local teaching materials is open, and everyone knows what we want to do and what we are doing. Everyone is a participant and can provide their own ideas and suggestions. Everyone explores at work and finds their place. Even the old ladies in the village know what they are doing and their value in this work. For example, they can provide stories and lyrics they know for compiling teaching materials, and they can also make tea and send water to other participants. The process of work is the learning process of each of us. The villagers learned knowledge in this process, and the teachers also learned a lot in their work, even making our words more civilized and decent. (4) The principle of selecting and sorting out teaching materials is-respect. This principle is mainly reflected in the following aspects: First, local culture is the concrete embodiment of human culture and the civilized achievement created by local people, and this achievement is the extension of national culture and human culture. In the process of compiling, we should compare the achievements of local civilization with those of other nations or countries, on the one hand, let students know the world cultural achievements through the achievements of local civilization; On the other hand, it is also a process for students to form self-esteem, self-improvement and walk out of the mountains. Second, strive to maintain the original appearance of local culture. These materials are the fruits of local people and the contents of textbooks collected and selected by local experts, the elderly and prestigious people themselves. Only by keeping these cultures as authentic as possible can we show our respect for human civilization, and this respect has brought people's attention and love for local textbooks. Third, the use of local textbooks is not limited to schools, but also related to local cultural stations and local governments. For example, rural festivals, tourism development, folk literature and art, and folk ceremonies are all related. Teachers are not only from schools, but all villagers or local cultural cadres who love local culture and have literary and historical talents. (5) The use of teaching materials is voluntary. After the textbook is compiled, we will give it to the school free of charge and discuss with the school staff how to use it. According to the needs of teachers in various disciplines, we decided to use this textbook, such as geography teachers, Chinese teachers, mathematics teachers and natural science teachers. They all adopted this textbook at different levels and in different periods. They found that it is most convenient to find the original cognitive experience or knowledge that students need to learn new knowledge through local textbooks, which greatly strengthened their interest and memory in learning, and students automatically formed study groups, science groups and art groups. In short, through the compilation of local textbooks, we directly participated in the practice of textbook construction, wrote theoretical articles on the reform of local textbooks, summarized the experience of local textbook construction, discussed various important issues in curriculum theory and textbook theory, and constructed the basic ideological system of compiling local textbooks. These are worthy of our further study, research and systematic summary. All our participants are also more clear about their status and responsibilities as researchers, and have formed an equal work style and a tolerant and respectful way of doing things. Everyone feels a lot and gains a lot.