| As the most common and main teaching materials in actual teaching,textbooks are the basic resources and important carriers of teaching contents in school education,as well as the important basis for teachers' teaching and students' learning.However,due to various factors such as the knowledge structure of the subject and the philosophy of textbook compiling,the ways and forms of textbook content and knowledge presentation are not conducive to direct teaching.Therefore,teachers need to interpret the content of the textbook in depth and transform the scientific knowledge presented in the textbook into teaching activities designed to facilitate students' understanding and learning.As the "reserve army" of future teachers,pre-service teachers need to master the skills and techniques of textbook interpretation and improve their ability to interpret textbooks in depth.Focusing on mathematical subjects,with the recent attention of the international mathematics education community to the research of textbooks,the research of mathematics textbooks has received sufficient attention from scholars at home and abroad,but the research fields are mostly focused on the comparison,development,management and evaluation of textbooks,and the research results focusing on the interpretation of textbooks are relatively few,which is of great significance for guiding the textbook interpretation practice of front-line teachers and improving the ability of textbook interpretation.The research aims to construct a model of mathematics textbook interpretation that meets the needs of teaching and learning,closely follows the current curriculum reform concept and has practical guidance,so as to provide a theoretical basis for pre-service mathematics teachers to interpret textbooks,and to effectively guide pre-service mathematics teachers to carry out textbook interpretation practice and improve their textbook interpretation ability.This research was conducted with the first year students of the 20th professional master's degree in Y University as the study population.After one round of experiment on the construction of the original model of textbook interpretation,and two rounds of experiments on the iteration and revision of the original model,an effective and feasible "Reading-Analyzing-Determining"model of textbook interpretation was finally obtained.This research focused on three questions:(1)What are the commonalities and differences in the elements that pre-service mathematics teachers focus on in their textbook interpretation?What are the differences compared with the elements concerned by the teacher of "secondary mathematics textbook interpretation" course?(2)How to construct,implement,reflect on,and revise textbook interpretation models of pre-service mathematics teachers in classroom practice?(3 During and after the textbook interpretation model practice,what aspects of preservice teachers have improved in terms of the depth of analysis of each element of textbook interpretation,and the MKT dimensions involved in practice?The following three main areas of work were conducted:First,in the first round of experiment,relevant tasks were set in the pre-class and afterclass task lists.Through data collection,collation and analysis,the commonalities and differences among the elements that pre-service mathematics teachers focused on in the process of textbook interpretation were investigated.Then,the researcher compared the elements recognized by pre-service mathematics teachers after class with the six more important elements drafted by the "secondary mathematics textbook interpretation" course teacher in the early stage,looked for the differences between the two,analyzed the reasons behind the differences,and finally determined the six most important textbook interpretation elements.Second,based on the literature and the current situation of pre-service mathematics teachers,the first round of experiments on textbook interpretation was conducted under the guidance of the theory of teacher noticing,which combined the data from pre-class task lists,classroom discussions,and post-class structured reflections to construct an original model of pre-service mathematics teachers' textbook interpretation.Further,the original model of textbook interpretation was refined by conducting two iterations of the experiment,in which data from the pre-class task lists and class discussions were analyzed to refine the original model.Third,the validity of the textbook interpretation model was verified by comparing the questionnaire data before and after the textbook interpretation experiments.In addition,we constructed a framework for analyzing the elements of textbook interpretation based on MKT theory,based on which we analyzed the three textbook interpretation texts of pre-service mathematics teachers in depth and calculated the scores and statistical results.Based on the statistical results,we observed the growth of pre-service teachers' mathematics expertise and ability from the perspectives of breadth and depth of elements analysis and MKT.The final result of this research is the construction of a textbook interpretation model based on teacher noticing theory and the current situation of pre-service mathematics teachers'textbook interpretation—the "Reading-Analyzing-Determining " textbook interpretation model,which includes three steps of "reading" textbooks,"analyzing" elements,and"determining" thoughts,including six elements of curriculum standards,knowledge structure,knowledge content,learning difficulties,core literacy and teaching methods.By comparing the results of the pre-test and post-test questionnaires and the secondary analysis of the three rounds of experimental texts,this research found that the "ReadingAnalyzing-Determining" model of textbook interpretation had a significant positive impact on pre-service mathematics teachers' theoretical perceptions,practical abilities and consciousness and attitudes towards textbook interpretation,which is important for their professional development. |
PDF Full Text Request