Teacher Adaptability and New English Textbooks: Challenges and Strategies in Chinese Junior Middle Schools

DOI

10.2991/978-2-38476-400-6_55How to use a DOI?

Keywords

New English textbooks; Junior high school teachers; Teaching adaptability

Abstract

This study investigates the pedagogical challenges junior high school English teachers face in China following the nationwide implementation of new textbooks in the fall of 2024. The research explores current practices and perceptions related to the new materials, focusing on teacher adaptability. Based on empirical findings, the study proposes targeted adaptation strategies to facilitate effective textbook integration and enhance instructional outcomes. Employing a rigorous, mixed-methods approach, this research seeks to provide empirical evidence and practical recommendations for educators and policymakers addressing the challenges associated with curriculum reform.

Copyright

© 2025 The Author(s)

Open Access

Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/), which permits any noncommercial use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.

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TY  - CONF
AU  - Yijiang Shang
PY  - 2025
DA  - 2025/05/15
TI  - Teacher Adaptability and New English Textbooks: Challenges and Strategies in Chinese Junior Middle Schools
BT  - Proceedings of the 2nd International Conference on Educational Development and Social Sciences (EDSS 2025)
PB  - Atlantis Press
SP  - 452
EP  - 461
SN  - 2352-5398
UR  - https://doi.org/10.2991/978-2-38476-400-6_55
DO  - 10.2991/978-2-38476-400-6_55
ID  - Shang2025
ER  -