A Comparative Study Of Teaching Books For High School Mathematics Teachers

The Party Central Committee put forward: the realization of the goal of "two hundred years" and the realization of the great rejuvenation of the Chinese nation Chinese Dream depend on talents and education in the final analysis.Both the 18 th National Congress and the 19 th National Congress proposed to popularize high school education.Education is an important force to promote the progress of human civilization.At present,general high school education is in the critical period of popularization,curriculum reform and comprehensive reform of college entrance examination.In the evaluation system of college entrance examination,the author integrates moral education,cultural knowledge education and social practice education,and designs teaching system,teaching material system,management system and so on.Along with the new round of high school curriculum reform,the human education edition A edition teaching material has been published one after another,has set off the new curriculum reform wave.The study of teaching materials is abundant,and teachers' teaching books are used as textbooks used with students to edit,approve and publish,and the attention to it is far from enough.In the only comparative study,most of the subjects studied are mainly social subjects such as Chinese and history;in the version comparison,most of them are horizontal dimension comparison,most of them are American edition and human edition and Soviet edition,Shanghai edition and Lu edition as the research object;in the comparative dimension,there is no unified quantitative comparison standard,almost all are general comparison.Based on this,this study takes the two versions of teacher's teaching books in the A edition of human education as the research object,constructs the evaluation standard of teacher's teaching books,and carries on the text analysis to the two versions after quantification.According to the A edition of Teacher's Teaching Books("19 Edition ")and 2007edition("07 Edition "),the corresponding curriculum standards are General High School Mathematics Curriculum Standard(2017 Edition)and General High SchoolMathematics Curriculum Standard(Experimental Draft).Combining with the curriculum standard(2017 edition)and the fundamental task of deepening the reform,the following research contents are determined :(1)constructing the evaluation standard of high school mathematics teachers' teaching books;(2)comparing the similarities and differences between the two versions of teachers' teaching books in basic function,guiding function,evaluation function,auxiliary function and representation function according to the evaluation standard.This research uses literature analysis method to sort out the research dimension of the literature of the existing teachers' teaching books,and uses the questionnaire method to investigate the 69 backbone teachers who participated in the "national training program" in 2019 twice.First,to understand the needs of key teachers for teachers' teaching books,and to provide the basis for the construction of evaluation standards for teachers' teaching books;then,the preliminary evaluation standards will be preliminary determined,and the editors and experts of the A edition of the teaching materials will be interviewed to give the revised opinions;the second time,the evaluation standards have been established by questionnaire survey,quantification to form the final evaluation criteria;finally,according to the established evaluation criteria,the two versions of comparative analysis.Based on the above research,the following conclusions are drawn :(1)in terms of basic functions,the difference between the two versions is not obvious in terms of consistency with curriculum standards;19 edition of teachers' teaching books in the "overall design ",added " this chapter writing thinking ",mainly to the status of this chapter and the study of the main ideas,methods,culture and other aspects of pay more attention to the cohesion between knowledge;in the analysis of learning situation,19 edition of teachers' teaching books to students have cognitive and possible obstacles analysis more specific;(2)From the point of view of guiding function,the difference between the two versions is not significant in "class time suggestion" and "practicability ",but in " teaching instruction "," mathematics culture" and so on,19 editions are more prominent;(3)from the auxiliary function,19 editions of teachers' teaching books add " evaluation suggestion " column,and evaluatefrom three dimensions of " mathematics knowledge and skill "," thought method " and "key ability ";but for teachers' growth reflection,the two editions of teachers' teaching books are not presented in detail;(4)From the perspective of auxiliary functions,"teaching design case " and " problem solving " have been added as separate sections in the 19 th edition of teachers' teaching books,and " unit teaching design " has been explained,while " teaching design " and " problem solving " in the 07 edition have been arranged after each section of the course,which is easy for teachers to view,but scattered;(5)from the representation function,the 19 th edition teachers' teaching books use blue and white combination of graphic and text,more vivid,while the 07 edition is gray and black,more simple;the 19 th edition column is more abundant,the content arrangement is more in line with students' cognitive foundation.Based on the above research,it is suggested that teachers' teaching books should pay attention to the connection between knowledge and students' cognitive basis;enrich the form of columns and update the existing contents in time;increase various evaluation methods and pay attention to teaching and learning evaluation;reasonable layout design,increase electronic resources and put forward various suggestions for teachers' professional development,and comprehensively improve teachers' literacy.