Analysis And Study On The Current Situation Of The Chapter Introduction In The A Edition Of High School Mathematics Textbook

Chapter introduction is an important teaching resource in mathematics textbooks,which plays a very important role in optimizing mathematics classroom teaching and guiding students’ learning.The New Teacher A version of high school mathematics textbook has just been put into use,and there have been significant changes compared to the chapter introduction in old textbooks.In recent years,the call for "returning to the textbook" has become increasingly high,but there is relatively little research on the chapter introduction in the new textbook,Therefore,it is of great value to conduct in-depth research on the chapter introductions in the A version of high school mathematics textbooks for new teachersThis study is based on the theories of advance organizers,unit teaching,and Friedenthal’s mathematical education theory.Through literature research,content analysis,and questionnaire survey methods,the introduction of the chapters in the five high school mathematics textbooks "General High School Textbook Mathematics(People’s Education A Edition)" compiled based on the "General High School Mathematics Curriculum Standards(2017 Edition)" is used as the research object for content analysis,And investigate and understand the current situation of high school mathematics teachers and students’ use of the introduction in the New Teacher’s A version of high school mathematics textbooks,and based on this,conduct countermeasures research.The specific research content is as follows:Firstly,by collecting and reading relevant literature on the introduction of mathematics textbooks both domestically and internationally,it was found that the existing research on the introduction of mathematics textbooks mainly includes content research,value research,and usage research.It was found that there is little research on the types and functions of the introduction in the A version of high school mathematics textbooks for new teachers;There are many studies on the usage strategies of mathematical textbook chapter introductions,while there are few investigations on the current usage status;There is a lot of value analysis in textbook chapter introductions,while there is less research on teaching design in textbook chapter introductions,which clarifies the research direction and content,and defines the concepts of textbooks and textbook chapter introductions to clarify their connotations.Secondly,it classifies and quantitatively analyzes the chapter introductions in the Senior High School Mathematics Textbook for New Teachers Version A,and divides them into four types according to the different introduction situations: "real situation","intra discipline migration","history of mathematics" and "science and technology".At the same time,it makes quantitative statistics on the chapter introductions of different types under different themes,and then analyzes the functional characteristics of the chapter introductions of different types,Furthermore,grasp the writing characteristics and design intentions of the introduction of the new high school mathematics textbook chapter,laying the foundation for subsequent research.Once again,based on the four types of chapter introductions,two questionnaires were compiled from the perspectives of cognition and usage,namely the "Survey on the Current Situation of High School Mathematics Teachers Using the" New Textbook Chapter Introduction "and the" Survey on the Current Situation of High School Students Using the "New Textbook Chapter Introduction" in Mathematics,Aiming to grasp how teachers and students view and apply the introduction of the new mathematics textbook chapter,a questionnaire survey was conducted among 105 high school mathematics teachers in Shanxi Province and 825 high school students in Taiyuan City.It was found that the introduction of the mathematics textbook chapter was recognized by the majority of teachers,but did not receive the attention of the majority of students;The frequency of using textbook chapter introductions is related to the teacher’s professional title and teaching experience;The introduction to real-life situations is the category that teachers and students pay the most attention to;The degree of value development of textbook chapter introductions by teachers is insufficient;Most teachers lack the awareness of creative use of textbook chapter introductions;Both teachers and students have insufficient use of textbook chapter introductions due to limited time.Finally,based on the analysis of textbook chapter introductions and the investigation of the current situation of teachers and students’ use,countermeasures for the rational use of mathematics textbook chapter introductions are proposed,including deepening teachers’ understanding of the functions of the new high school mathematics textbook chapter introductions;Drawing on the way expert teachers use the introduction of new mathematical textbooks;Strengthen the attention of teachers and students to the introduction of the chapter "history of mathematics";Proficient in using the introduction of new mathematical textbooks to cultivate students’ problem-solving abilities;Fully tap into the educational value of the introduction in the new mathematics textbook chapter.