The Analysis Of Mathematical Formulas And The Research On The Teaching Situation In The Senior High School Compulsory Textbook Of New Teacher’s A Edition

Mathematical formula is an important part of high school mathematics textbooks and one of the main carriers of mathematical knowledge.The time spent in teaching the A version of senior high school mathematics textbook for newcomers is relatively short,and there is less research on mathematical formula in the textbook,it has a large research space.The analysis of mathematical formula in the new textbooks and the study of their teaching status are conducive to providing reference for the teaching of mathematical formula in senior high schools.Therefore,the mathematical formula in the compulsory text-book for senior high school of the new teacher A version has important research valueThis study is guided by the acquisition method of mathematical proposition learning,Ausubel’s meaningful learning theory,heuristic teaching theory,and variable teaching theory.The research methods include literature research,content analysis,questionnaire survey and data statistics and analyze the mathematical formulas in the required volumes 1and 2 of "General High School Textbook Mathematics(People’s Education A Edition)" compiled in accordance with the "General High School Mathematics Curriculum Standards(2017 Edition)".On this basis,an investigation and countermeasure study were conducted on the current situation of high school mathematics teachers’ teaching mathematical formula in the New Teacher’s A version of the compulsory high school textbooks.The specific research content is as follows:First of all,summarizing and analyzing the current situation of research on teaching methods of mathematical propositions,educational value of mathematical formulas,learning and teaching of mathematical formula at home and abroad,it is found that due to the short use time of the new version of senior high school mathematics textbook,the analysis of mathematical formula in the compulsory textbooks and the research of the teaching status quo are relatively lacking,then it clarifies the research direction and content,defines the textbook and mathematical formula,and clarifies its connotation.Secondly,functional analysis and quantitative analysis are conducted on the mathematical formula in the compulsory textbooks for senior high school students in the A version of new education.The functions of mathematical formula in high school textbooks are " conducive to improving students’ mathematical thinking quality "," conducive to developing students’ mathematical abstract literacy " and "conducive to students’ understanding of the aesthetic value of mathematics".Then the research carries out quantitative statistics on various types of Mathematical formulas under different chapters and topics,analyzes the distribution characteristics of mathematical formula in the textbooks,and then grasps the compilation characteristics of mathematical formulas in the A version of senior high school textbooks for new teachers,laying a foundation for subsequent research.Thirdly,based on the functional characteristics of mathematical formula,a questionnaire on the current situation of mathematical formula teaching in the compulsory textbooks for senior high schools in the New Teacher Education Version A has been compiled from two dimensions,namely,the cognitive level and the behavioral level,it aims to grasp how front-line teachers view the functional value of mathematical formula and the teaching status of mathematical formula.A questionnaire survey of 208 senior high school mathematics teachers in Shanxi Province and Beijing City found that most teachers had a reasonable understanding of the functions of mathematical formulas;Most teachers do not fully implement the cultural value of mathematical formula;Inadequate teaching of mathematical formula generation and derivation by teachers;Most teachers do not pay much attention to guiding students to preview the relevant knowledge required for formula learning;There are significant differences between teachers’ gender and the teaching links concerned;Most teachers do not pay attention to helping students analyze the role of formulas learned in the entire unit,and there are significant differences between teachers’ teaching experience,professional titles,and whether they attach importance to the role of formulas in unit teaching;Most teachers believe that the mathematical formulas in textbooks have less connection with real situations.Finally,based on the analysis of mathematical formula in the compulsory teaching materials for senior high schools in the A version of new teacher education and the investigation of the current teaching situation of mathematical formula,the research puts forward the countermeasures for the rational teaching of mathematical formula in senior high school,mainly include: highlighting the cultural value contained in mathematical formulas;Strengthening the teaching of the generation and derivation of mathematical formulas;Increasing the attention to the knowledge required for preview formula;Using expert teachers for reference to carry out unit teaching method of mathematical formula;Paying attention to the establishment of the substantive relationship between mathematical formulas and real situations.