A Study On The Use Of Junior Middle School Mathematics Textbooks In PEP Edition

A mathematics textbook is a teaching material that concretizes the standards of the mathematics curriculum,and is a teaching book that can systematically explain the content of mathematics subjects.As the organizer of classroom teaching,teachers may have many problems in the process of using textbooks,such as switching inquiry activities that do not meet students' realities,and increasing the difficulty and number of exercises blindly that increase the burden of class work,etc.The study of the use of junior high school mathematics textbooks will help teachers to examine whether there are any such problems in the teaching process.The study of textbook use can help teachers use textbooks scientifically and rationally to achieve effective and quality classroom teaching;at the same time,it can help improve teachers' ability to use textbooks,enhance their overall quality,and promote their professional development.This study adopts the dimensions of the "textbook use level model" constructed by Yan Jiali,starting from understanding and researching textbooks,interpreting and integrating textbooks,using textbooks,and judging and reflecting on textbooks,using questionnaires to understand teachers' overall knowledge of textbooks,using classroom observation to inquire about when,where,and how teachers use textbooks,and using interviews to have a better understanding of textbooks.We used the interview method to analyze the use of textbooks in order to analyze the use of textbooks by middle school mathematics teachers in K city.The findings of this study are as follows:(1)The mathematics curriculum standards are the superordinate materials of the textbooks,and due to the abstract and general nature of the curriculum standards,it is difficult for teachers to accurately grasp the content of the curriculum standards,resulting in confusion between "problem solving" and "affective attitude" when setting teaching objectives;(2)Textbooks are the superordinate materials of the textbooks.Textbooks are the main carrier of curriculum implementation,teachers understand the content of textbooks according to their own teaching experience and ideas,ignoring the intention of the textbook introduction and inquiry activities,resulting in a lack of profound understanding of isosceles triangle content;(3)Teachers are obsessed with the pursuit of "high efficiency.teachers choose to delete the investigation activities,which makes the teaching content lose its coherence and does not bring out the educational value of the investigation activities in the textbook;(4)Teachers think that the examples in the textbook are difficult and the exercises are easy,and they have a low sense of recognition of the value of the examples to consolidate the properties of isosceles triangles;(5)Tthe textbook content and the practical teaching situation are the contents that teachers should reflect on after class.Both the textbook content and the practical teaching situation are the content that teachers should cover in their post-lesson reflections.The teachers only reflected on the students' reactions and the fluency of the class,but lacked reflections on the merits and demerits of the teaching contents in the textbook.