Investingation And Research On Junior Middle School Mathematics Teachers’ Textbook Analysis Ability

Mathematics textbooks are not only the foundation of mathematics teachers’ teaching,but also an important tool for students to gain mathematics knowledge in school.By analyzing the level of mathematics textbooks,teachers will have a direct impact on the establishment of teaching goals,mathematics important and difficult points,and the selection of teaching methods when preparing lessons,and also have a direct impact on teaching results.The article studies the following two questions:(1)How is the analysis ability of junior high school mathematics teachers’ textbooks?(2)What are the factors that affect the analysis ability of junior high school mathematics teachers’ textbooks?The article adopts the test paper method and interview method,takes T Zhou junior high school mathematics teacher as the research object,and investigates and researches the current situation of the textbook analysis of the "Real Numbers" chapter of the People’s Education Edition.First,60 junior high school mathematics teachers in T State were tested through test papers,and the analysis ability of junior high school mathematics teachers’ textbooks was analyzed.Then,we conducted interviews with 20 junior high school math teachers from T Zhou,and further analyzed the analysis ability of junior high school mathematics teachers’ textbooks and the influencing factors that affect the analysis ability of junior high school mathematics teachers’ textbooks.This study found that junior high school mathematics teachers have relatively weak ability to analyze the textbooks of the "real numbers" chapter,and there is still a lot of room for improvement.Specifically,the junior middle school mathematics teachers analyze the learning objectives,knowledge points and connections of the chapter "Real Numbers",as well as the status and role of teaching materials.The teacher analyzes the example exercises in the chapter "Real Numbers" and has good ability.The teacher’s ability to analyze the columns,key points,and concept formation of the "real number" chapter is average.The teacher’s ability to analyze the difficulties of the "real numbers" chapter,mathematical thinking methods,10 core words,and detailed understanding is not ideal.Through analyzing the reasons,it is found that,from the perspective of itself,the three factors that have the most influence on the ability of textbook analysis are "teacher’s teaching age and professional title","teacher’s own professional knowledge",and "teacher’s understanding of textbook analysis".From the perspective of school factors,the first two school factors that affect teachers’ ability to analyze textbooks are "school workload" and "school assessment and evaluation".In response to these problems,countermeasures and suggestions are put forward to improve the analysis ability of junior high school mathematics teachers’ textbooks.We emphasize that in terms of ourselves,we should improve the knowledge structure of junior high school mathematics teachers,update their concepts,and improve the understanding of junior high school mathematics teachers on the analysis of textbooks.In terms of schools,the workload of junior high school mathematics teachers should be reduced,the school evaluation mechanism should be improved,and the enthusiasm of junior high school mathematics teachers’ analysis of textbooks should be stimulated.Through the research,we not only have a comprehensive understanding of the current situation and influencing factors of the analysis ability of junior high school mathematics teachers’ textbooks,but also put forward countermeasures to improve the analysis ability of junior high school mathematics teachers’ textbooks.This has reference significance and reference value for promoting and improving the cognition of frontline teachers on the analysis ability of textbooks and enhancing their own textbook analysis capabilities.