| As the main basis for teachers to carry out teaching activities,textbooks occupy an important position in teaching activities.This study adopts a case study method,taking three rural junior middle school mathematics teachers as the research object,from the textbook content presentation(class time arrangement,chapter sequence arrangement,section content arrangement),mathematics problems(mathematical examples,mathematical inquiry and thinking,practice questions),Three dimensions of mathematics knowledge points and methods of thinking explore their use of textbooks in teaching.The study found that in terms of the presentation of textbooks,the case teachers showed greater autonomy in the arrangement of class time,ignoring the teaching of the chapters "Introduction to the Chapter","Pictures before the Chapter" and "Mathematical Activities".To delete or integrate;in terms of mathematical problems,teachers in traditional lectures abandon the columns of "exploration" and "thinking" in the textbook,and are completely faithful to the examples and practice questions in the textbook.Teachers who use the inquiry teaching method will increase the number of inquiry and thinking according to the teaching content of the textbook and the student base;in terms of mathematical knowledge points and thinking methods,the case teachers completely follow the knowledge points and thinking methods involved in the textbook teaching.Teachers in the eighth and ninth grades will supplement the knowledge points.The main factors affecting teachers ’use of textbooks are:(1)teacher factors,including teachers’ teaching materials,teaching methods,subject skills,training experience;(2)student factors,including student foundation and student development;(3)textbooks Factors,including the layout of textbooks,content settings,and the difficulty of the content itself;(4)institutional factors,including school or superior department systems and examination systems;(5)external factors,mainly refer to enrollment in vocational schools.Finally,this study is time-sensitive and the conclusions obtained cannot be widely promoted.Due to the limited knowledge and research ability of the author,the research on the use of textbooks by teachers is not deep enough,resulting in many problems not showing up.The next step can be to use questionnaire survey methods,combined with classroom observation or teaching videos to learn more about the use of textbooks by rural mathematics teachers. |
