Astudy On Context In Junior High School Mathematics Textbook

Teaching is the important tool in education,problem is an important part of mathematics teaching material,and the problem settings plays an important role in the development of the students,which can arouse the students' interest in learning mathematics,guide students to think and provide opportunities for students to use mathematics to solve real world problems.At the same time,it can provide path in order to promote students' mathematics accomplishment.Therefore,this study makes an empirical analysis of the current situation of problem context setting in junior high school mathematics textbooks(BNU edition),in order to promote the improvement of teaching materials' quality and deepen teachers' understanding of teaching materials.Based on what mentioned above,this study identified three research questions:first,what are the types and distribution of problem contexts in junior high school mathematics textbooks(BNU edition)? Second,what is the function level of the junior high school mathematics teaching material question context? Third,what are the main factors that affect the level of function of problems contexts in junior high school mathematics teaching materials?In the process of research,this study adopts literature analysis and Delphi method to determine the classification framework and action level analysis framework of problem contexts,and codes the problem contexts in the textbook,and the validity of the codes is tested to reach the standard.SPSS software is used as a data analysis tool to analyze the coded data.Based on the analysis,I come to the conclusions:First,from the perspective of the characteristics of context types,on the whole,the proportion of individual contexts is the highest,and the proportion of other types is similar.From the perspective of knowledge field,the personal context occupies the highest proportion in the four fields,and increases in the fields of Numbers and algebra,figures and geometry,statistics and probability respectively,while the scientific context does not.From the point of view of subfield,in the field of number and algebra,the context types of the number and formula part are evenly distributed,the equations and inequalities pay more attention to the personal context and the professional context,and the function part pays more attention to the context related to science.In the field of graphics and geometry,the part of graphics and coordinates attaches great importance to the personal context.The scientific context is the lowestin the field of graphics' properties,graphics and coordinates,and the higher in the field of graphics' change,while the professional context is very low in the ratio of graphics' change and graphics to coordinates.In the field of statistics and probability,the individual context is very high in the sub-field of event probability;in the sub-field of sampling and data analysis,the scientific context is not involved,and the distribution of other types of contexts is relatively uniform.According to the classification of sub-contexts,the proportion of entertainment-related contexts is the highest among individual contexts.Professional activity types account for more than half of occupational contexts.Among the types of social contexts,the most are related to social culture.The proportion related to physics is highest in the scientific context.In addition,in all three grades,the personal context was the most designed context among all the problems,the proportion of the occupational context peaked in the eighth grade,and the social context and the scientific context reversed.Second,from the perspective of the characteristics of the action level of the context,in general,the expression level,translation level and comprehensive level of the context show the highest proportion of the medium level,followed by the low level of the context and the lowest proportion of the high level.In terms of expression level,the number and algebra,statistics and probability are better than graphics and geometry.In terms of translation level,statistics and probability are better than the other two fields.In terms of comprehensive level,the context level of statistics and probability is significantly higher than the other two fields.Comparing the action levels of each context type,the expression level of personal context and professional context is higher than that of social context,the translation level of professional context is higher than that of scientific context,and the comprehensive level of professional context is significantly higher than that of social context and scientific context.From the perspective of the contextual level of different grades,the correlation degree between the context and the problem increases with the rise of the grade in terms of the expression,translation and comprehensive level of the problem,which reflects the higher and higher requirements of cultivating students' contextual application ability.Based on the above analysis,this study puts forward the following Suggestions for the problem context setting of Chinese mathematics teaching materials: first,to ensure that the problem comes from the context and returns to the context,so as to ensure that the role of the context in the problem solving is throughout;The second is to improve the quality of high-level contexts,moderately increase the problem of badstructure,and improve the ability of students to extract and supplement information;Thirdly,we should pay attention to the diversity of context types in teaching materials,enrich the sources of contexts,and consider the distribution of overall control context types from the aspects of knowledge field and grade.