Investigation And Research On The Present Situation Of Textbook Understanding Of Mathematics Teachers In Senior High School

As an important part of mathematics textbooks in senior high school,solid geometry textbooks have been undertaking the educational value of cultivating students' core literacy of intuitive imagination and logical reasoning.Teachers' understanding of solid geometry textbooks not only affects the use of solid geometry textbooks,but also indirectly affects the realization of the educational value of solid geometry textbooks,so it is of great practical significance to carry out the investigation and research on the current situation of solid geometry teaching materials of mathematics teachers in senior high school.It is of great practical significance to promote the quality of solid geometry teaching.Through the methods of literature,questionnaire and interview,this study is based on the investigation of the understanding of solid geometry textbooks of senior high school mathematics teachers in K city.The main contents of the study are as follows: firstly,148 mathematics teachers from different grades of senior high schools in K city were investigated by questionnaire,and four teachers were interviewed to get the current situation of teachers' understanding of solid geometry textbooks.Then,according to the current situation of the investigation and under the guidance of the existing textbook understanding theory,the paper puts forward some suggestions to promote teachers' understanding of solid geometry textbooks.The main conclusions of the study are as follows:(1)the overall understanding of solid geometry textbooks by most teachers is good,and teachers' understanding of solid geometry textbooks is related to gender and teaching age,and has nothing to do with the grade of teachers' school.(2)most teachers have a good understanding of solid geometry textbooks and mathematics curriculum standards,but a small number of teachers do not attach importance to mathematics curriculum standards at all.(3)most teachers have a good understanding of solid geometry textbooks and students' needs,and they will consider students' existing cognitive level and knowledge and experience,but they do not consider students' life experience well,and a small number of teachers are still teaching textbooks instead of teaching them.(4)The vast majority of teachers have a good understanding of the solid geometry textbook text,and have a good understanding of deep scale,integration and accuracy,but the grasp of accuracy is less than that of deep scale and integration.Experienced expert teachers can more accurately grasp the core content of three-dimensional geometry textbooks than ordinary teachers,and ordinary teachers do not dig deep enough into the teaching materials.(5)Teachers' understanding of mathematics curriculum standards,solid geometry textbook texts and students' needs are all related to teaching age,teachers' understanding of mathematics curriculum standards is related to the grade of the school,and teachers' understanding of students' needs is related to teachers' gender.Finally,four suggestions are put forward to promote teachers' effective understanding of three-dimensional geometry textbooks:(1)to establish curriculum awareness and effectively grasp the basic requirements in the curriculum standards;(2)to study the teaching materials and give full play to the educational value of three-dimensional geometry textbooks;(3)based on teaching practice,reasonable construction of teaching content;(4)to improve their professional quality under the guidance of the concept of teachers' professional standards.Finally,according to the above suggestions,two cases of solid geometry textbook understanding are provided for reference.It is hoped that this study can arouse the attention of front-line high school teachers to the understanding of teachers' teaching materials,and provide reference for the effective teaching of solid geometry and the understanding of the new curriculum standard textbooks.