英语教材是课程内容的物化形式，是政治文化的产物以及教育教学理念的载体（王蔷、国红延、陈则航、钱小芳，2020）。目前针对教材理论与实践的研究多聚焦于静态的文本分析以及理论的探讨和总结，缺少在实际教学情境中以使用主体的现实活动为载体的实证探索，这脱离了教材使用的社会文化环境，导致研究成果很难直接指导教学。在研究方法上，教材使用及其影响因素研究大多通过问卷调查教师和学生的态度与看法，缺少深入的、质性的案例研究，不利于全面、具体地了解一线教师对教材的处理和使用。

本研究采取质性的个案研究法，以Z中学两位初中英语教师宋老师、方老师为研究对象，探讨其对A版教材的认识与评价、教材使用方式及其影响因素，通过观察、访谈、实物收集等方式，分析了两位教师的教材观，以及在具体的教学情境中对教材的增加、删减、替换、调整顺序策略及其影响因素。

研究发现，宋老师认为“教材不是整个世界，整个世界都是教材”，其教材观灵活包容，将教材视为一种资源和工具而非绝对权威，具有创生性。方老师将教科书之于教师比作食材与食谱之于厨师，视教材为教师和学生最重要的学习材料和指南，具有比喻视角下向导与资源维度的教材观。在此基础上，两位教师都对教材进行了灵活地取舍与调整，包括增补、删减、替换、调整顺序等。而影响案例教师教材使用的因素有教师个体因素、学生因素、教学环境及教材本身等，其中教师的教学经验和教育背景分别对两位教师影响最大。

基于以上发现，本研究向一线教师提供了教材使用的经验与启示，同时向教材编写者展示部分教师的教材使用情况，反映其对教材的要求与期望，并提供编写与修订建议。

Recent research on the theory and practice of textbooks mainly focus on static text analysis and theoretical discussion, rather than the in-depth empirical study based on the actual classroom instruction. It deviates from the social and cultural environment of teaching, making it difficult to direct classroom instruction by research findings. In terms of research methods, most studies on the use of textbook and its influencing factors are conducted in a quantitative way, and the attitudes of users are usually investigated through questionnaires. The pure qualitative case studies can not produce a comprehensive understanding on teacher’s use of textbooks.

This study adopts a case study method investigating the understanding and evaluation of the textbook, the way of using the textbook and the influencing factors. Two English teachers from Z Middle School, Miss Song and Miss Fang, participate in this study. Through observation, interview and collection of material objects, this paper analyzes their views of the teaching materials, strategies and reasons for adding, deleting, replacing, adjusting the order of teaching materials in specific teaching situations. 

This study shows that Miss Song believes that "Textbooks are not the whole world, but the world can be good textbook". She has flexible view of textbook and regards it as resources and tools rather than absolute authority. Miss Fang compares textbooks for teachers to ingredients and recipes for cooks, and regards textbooks as the most important resources and guidance for teaching and learning. On this basis, the two teachers adjust the textbook flexibly, including adding, deleting, replacing and adjusting the order. The factors affecting the use of textbook include teacher, student, teaching environment and textbook itself, among which teachers' teaching experience and educational background have the greatest influence.  

Based on the above findings, this study provides teachers with the experience and strategies of textbook adjustment. It also presents the situation of textbook usage, reflects teachers' expectations for the new textbook, and provides revising suggestions for the textbook editors.