Research On The Strategy Of High School Mathematics Textbook Analysis From The Perspective Of Deep Teaching

The whole educational circle calls for students to learn deeply,but students' deep learning depends on teachers' deep teaching.Only when teachers' teaching gradually advances to the depth can students' learning go to the depth.It can be said that the depth teaching is the guarantee for students to achieve the depth learning.Textbook analysis,as an important part of lesson preparation,is the starting point of classroom practice teaching and the first step towards in-depth teaching.Therefore,high school mathematics teachers to achieve in-depth teaching,we must do a good job in the bottom construction--textbook analysis.Focusing on the core issue of "strategies for analyzing high school mathematics textbooks" and using the methods of literature analysis,questionnaire survey,interview and case analysis,this study systematically studied the current situation and existing problems of high school mathematics teachers' textbook analysis ability in H City,A Province,on the basis of constructing the framework of textbook analysis ability,and puts forward the strategy model of high school mathematics textbook analysis from the perspective of in-depth teaching.This paper applies the strategy model to analyze the section of "equal ratio series" in high school mathematics textbooks,forms a teaching case,and verifies the feasibility and rationality of the analysis strategy model of high school mathematics textbooks from the perspective of in-depth teaching.The main conclusions are as follows:(1)Based on the concept of in-depth teaching,the framework of teaching material analysis ability of senior high school mathematics teachers is constructed,which includes three first-level dimensions of knowledge ontology analysis,cognitive logic analysis and educational function analysis,and further subdivides these three first-level dimensions into nine second-level dimensions.(2)On the whole,the teaching material analysis ability of senior high school mathematics teachers in H City,A Province is at the medium level.Specific to each dimension,teachers' ability to analyze knowledge ontology is at a medium level,and they ignore the generation and source of knowledge.Teachers' ability to analyze cognitive logic is at a good level,so they need to strengthen the analysis of mathematical thinking.The ability of teachers to analyze the educational function is in the middle level,and the ability to analyze the value of social education needs to be further improved.(3)Teachers' teaching experience and participation in teaching and research activities have a significant impact on the textbook analysis ability of high school mathematics teachers.In addition,there are significant differences in cognitive logic analysis and educational function analysis of high school mathematics teachers with different professional titles.(4)Analyzing high school mathematics textbooks from the perspective of in-depth teaching should achieve "combination of surface and line" :teachers should set up the correct concept of textbook analysis and build up the "attitude surface";With "knowledge line","cognitive line" and "education line" as the starting point,grasp the knowledge content in the textbook,make clear the improvement of cognitive level and highlight the educational function hidden in the textbook.Based on the above research conclusions,in order to improve the teaching material analysis ability of senior high school mathematics teachers,it is suggested that teachers should lifelong learning,research groups should communicate and schools should carry out more teaching and research activities.