Research On Prospective Teachers' Competence Of Mathematics Textbook Analysis

Under the reform of the new curriculum standard,the teaching method of teachers' teaching concept needs to be constantly updated to adapt to the high-speed development society.The professional development of teachers has always been the main focus of education,and the primary way to develop professional development of mathematics teachers is teacher education.Therefore,the research on the analytical ability of teachers' teaching materials contributes to the development of teachers' professionalization to a certain extent,and it also has important significance for improving the teaching ability and teaching quality of mathematics teachers.Based on the new curriculum standards and the teaching materials of middle school mathematics education The requirements of analytical ability are strengthened.The mathematics teaching materials analysis course and corresponding practice in normal colleges do not match the teaching materials and analytical skills required by middle schools.The research ability of mathematics teachers' teaching materials is important for their employment and future career development.Significance.This thesis takes the analytical ability of mathematics teaching materials as the research topic,mainly studies the current situation of mathematics teacher's analysis ability and the ability of mathematics teachers to analyze.There are three main research questions in this paper:(1)What specific content analysis is included in the analysis of mathematics textbooks?(2)What are the performances of mathematics teachers in all aspects of textbook analysis? What level can I achieve? Which aspect are weak? What are the factors that affect the level of analysis of textbooks for normal students?(3)What kind of textbook analysis skills do middle school mathematics teachers need in the teaching process? What courses do mathematics teachers need to learn to improve their analytical skills when they receive higher teacher education?This paper mainly uses literature research method,questionnaire survey method,interview research method and data analysis method to study related problems.The research conclusions of this paper are as follows:(1)According to literature research and questionnaires and interviews with frontline teachers,this paper gives a more reasonable mathematical textbook analysis framework,which details the s pecific content of mathematics textbook analysis,the framework includes five major categories such as Course orientation?Academic analysis?Comparative analysis?Evaluation analysis and Instructional design.(2)According to the survey results,the overall level of mathematics teacher's textbook analysis ability is still good.According to the score,77.1% of the students are between 71-90 poin ts.Based on the comprehensive data,the better aspect is to determine the teaching.Objectives,co nfiguration example exercises,combing knowledge structure,reviewing mathematics history,text book comparison,curriculum standard interpretation,and difficulty analysis;doing bad aspects are refining mathematical thought methods,highlighting mathematical core literacy,and analyzin g academic conditions;The main factors of the analysis level are the following aspects: unfamiliar with the teaching materials,difficult to grasp the teaching content,insufficient analysis of the stud ents,and somehow do not know how to analyze the teaching materials.(3)Through the study of middle school teachers,middle school mathematics teachers mainly need “course standards”,“mathematics history”,“knowledge structure”,“mathematical core literacy”,“mathematical thinking methods” and “mathematical goals” in the teaching process.","difficult analysis" and "study analysis" aspects;and there are some suggestions for the mathematics teacher's curriculum,for example,it is better to have a course to help the nor mal students to learn the text again,to learn mathematics from the perspective of the teacher The t extbooks lay a good foundation for the analysis of textbooks;in addition,there are similar disciplines such as mathematics culture,mathematics history,new curriculum standard study,high school textbook interpretation,middle school mathematics knowledge structure,etc.Basic ability,similar to the college entrance examination research,problem-solving ideas research,problem student research,basic topic research,high-profile research,student thinking training research,this special research class can also be added to improve the comprehensive teaching ability of normal students.This paper gives a relatively comprehensive theoretical framework for the analysis of textbooks through literature research and teacher questionnaires.It also enriches the theory of text book analysis in mathematics teacher training.Through investigation,it is found that the new teac hers have poor teaching ability.There is a certain relationship with the cultivation of colleges and universities.At present,the curriculum of the analysis of the problems in the cultivation of college s and universities lacks applicability and timeliness,and lacks integration with the actual requirem ents of middle school mathematics teachers.At present,China's education is developing towards p rofessional modernization and improving mathematics.The key to the textbook analysis ability of normal school students lies in the curriculum and corresponding practice of textbook analysis whe n they receive higher teacher education.At this stage,mathematics teachers can conduct systemati c theoretical analysis of textbooks and conduct professional practice training.Growing up to a qua lified mathematics teacher has an important role.At the same time,this study understands the general status of mathematics teacher's textbook analysis ability,and can provide reference for m athematics teachers who need to master the analytical skills of textbooks,which will help colleges and universities to develop mathematics teachers.Work to promote the professionalization of secondary school teachers,Making education more professional,modern.