Abstract:

With the implementation of the new curriculum standards,textbooks have inevitably undergone significant changes,posing new challenges for teachers in their textbook usage. Currently,influenced by long-standing habits formed around traditional textbooks,teachers face multiple difficulties-particularly in identifying the design intentions of the new textbooks,understanding their textual content,and developing their functional value. The predicament of teachers in using the new textbooks can be attributed to the following reasons:the new curriculum concepts fundamentally reshape goals,educational orientation,and teaching processes,thereby challenging conventional textbook usage perspectives;internal cognitive dissonance among teachers and lagging external support systems result in adaptation barriers;and the lack of an effective interaction mechanism between textbook design and usage further complicates the situation. To achieve the intended outcomes of textbook use under the new standards,it is essential to:enhance teachers’professional competence in textbook usage,establish support mechanisms for their effective use,and improve textbook design to align with the aims of the new curriculum standards.

Key words: new curriculum standards, textbook use, teacher