A Case Study On The Teaching Decision-making Of High School Mathematics Teachers On Inquiry Activities In Textbooks

The teacher is the leader of the teaching,the teacher’s teaching decision determines the teaching behavior,the teaching behavior directly affects the curriculum implementation.The new curriculum reform puts forward the core accomplishment of mathematics discipline,and takes the mathematical modeling activity and the mathematical inquiry activity as the carrier of comprehensively improving the core accomplishment of mathematics discipline.It can be seen that the new curriculum reform attaches great importance to the mathematical inquiry activity,and the teaching practice of mathematics teachers has new requirements,which causes the change of the implementation of mathematics curriculum.Therefore,it is necessary to study the teaching decision of mathematics teachers about the inquiry activities in textbooks.In view of this,this paper adopts case study method,the object of study is novice mathematics teachers in senior high school,the research is carried out in the three stages of pre-teaching,teaching and post-teaching,to investigate the current situation of teaching plan decision-making,interactive decision-making and teaching evaluation decision-making of novice mathematics teachers in senior high school regarding inquiry activities in textbooks.Then summarize the teaching decision-making concerns focus and influencing factors of novice mathematics teachers in high school about inquiry activities in textbooks and draw the following conclusions:Firstly,in the teaching plan decision-making stage of the inquiry activity in the textbook,for the selection or adaptation of the content of inquiry activities,the novice mathematics teachers in senior high schools mainly consider whether the teaching needs inquiry activities to connect and transition and whether the students have the knowledge base required by inquiry activities,the main consideration of the design of the teaching process of inquiry activities is whether the important and difficult points in teaching need to be emphasized by inquiry activities and whether the teaching tasks can be complete.In general,the main purpose of the decision is to teach knowledge,and the focus of decision-making is to connect the teaching links,conform to the students’ existing knowledge reserve,highlight the important and difficult points of the teaching and complete the teaching tasks.Secondly,in the decision-making stage of teaching interaction of inquiry activities in textbooks,novice mathematics teachers in senior high schools mainly consider to complete the teaching plan of the whole lesson when adjusting the content and teaching methods of inquiry activities,and in the interaction of inquiry,the main consideration is to control the direction of inquiry of students,and few opportunities for students to communicate independently.In other words,the focus of decision-making is to complete the teaching plan of the whole lesson and control the direction of inquiry of students.Thirdly,in the teaching evaluation and decision-making stage of inquiry activity in textbooks,the novice teachers of high school mathematics mainly consider two aspects: on the one hand,it points to students’ learning process of inquiry activities,and takes students’ mastery of knowledge of inquiry activities,enthusiasm and participation as the basis of teaching evaluation;On the other hand,retrospect the teaching plan of inquiry activities and the implementation of the teaching plan is taken as the basis of teaching evaluation.In other words,the focus of decision-making is the development of students’ knowledge and skills and the completion of teaching presuppositions.Finally,the factors that influence novice mathematics teachers in senior high school to make teaching decisions on inquiry activities in textbooks can be divided into internal factors and external factors.The inner factors mainly include the teaching idea and the teacher’s knowledge.The teacher’s knowledge includes the knowledge level of mathematics subject,teaching ability,teaching experience and the teacher’s cognition of the writing intention of mathematics textbook.The external factors mainly include individual students,textbooks and teaching resources,in which textbooks include the difficulty of inquiry activities and the arrangement of inquiry activities.The research innovation of this paper lies in: firstly,qualitative research is adopted to analyze the ideas and influencing factors behind teachers’ inquiry activities in using mathematics textbooks from the perspective of teaching decision-making.Second,taking novice mathematics teachers in high school as the research object is helpful for novice mathematics teachers in high school to reflect on their various decisions about inquiry activities and promote effective teaching of inquiry activities.