Teachers adapting to new textbooks involves dynamic interaction between teachers and materials, which will facilitate professional development. This study relies on in-depth interviews, complemented by WeChat chat records and student feedback, using Activity Theory as the analytical framework and conducts versus coding analysis. Four-level contradictions during the "new textbook adaptation period" are identified. Two paths for adjusting to new books and achieving professional development are summarized.
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Yulun Wu (2024) studied this question.
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