Investigation And Research On The Setting And Teaching Application Of Problem Context In Primary School Mathematics Textbooks

"Mathematics Curriculum Standards for Compulsory Education(2022 Edition)"(hereinafter referred to as "Curriculum Standards 2022 Edition")proposes to cultivate students’ core competency in the process of "three command" based on conforming to students’ cognitive development laws.The cultivation of students’ core competency is closely related to the problem context.Good mathematical competency requires students to be able to find,propose,analyze and solve problems in various practical context.The Curriculum Standard(2022 Edition)mentions the requirements for problem contexts in the"textbook compilation suggestions" and "teaching suggestions".Therefore,it is necessary to carry out research on textbook problem contexts.As a problem-solving module,the "problem-solving strategy" of Jiangsu Education Edition is closely related to the problem context.The research mainly adopts content analysis,questionnaire survey and interview methods,analyze the setting and usage of textbook problem contexts.Through content analysis of the setting of textbook problem contexts,the following conclusions can be drawn:(1)The types of problem contexts are mainly personal contexts and pure mathematical contexts,close to students’ lives.(2)Performed well in the characteristic level of problem situations,showing grade characteristics.Through investigation and analysis of teachers’ use of textbook problem contexts,the following conclusions can be drawn:(1)At the level of understanding and researching textbook problem contexts teachers are relatively familiar with module content arrangement and context settings,but their learning and research on curriculum standards are not deep enough;(2)At the level of integrating textbook problem contexts,teachers can fully utilize the material resources in textbooks,but the degree of integrating other textbook resources and teacher resources is insufficient;(3)At the level of using textbook problem contexts,teachers can effectively utilize and adjust the problem contexts in textbooks and supporting exercises in a timely manner,but their awareness of exploring the potential functions of problem contexts is relatively weak,and there are shortcomings in the utilization of educational and teaching technology and network resources;(4)At the level of evaluating textbook problem contexts,teachers have a reflective awareness of the effectiveness of using textbook problem contexts,but the degree of evaluation and correction is insufficient.Based on the above conclusions,the study attempts to propose several improvement suggestions from the perspectives of authors and teachers.In the writing of textbook problem contexts:(1)Further improve the proportion of problem context types and pay attention to interdisciplinary contexts;(2)Pay attention to the contemporary nature of the problem context and keep up with the times.In the teaching application of textbook problem contexts:(1)Organize teachers to study the curriculum standards,participate in teaching research and training activities;(2)Pay attention to textbooks and other resources,improve resource integration ability;(3)Reasonably use textbook problem contexts,pay attention to the activity and educational function of contexts;(4)Improve teachers’ critical awareness of problem contexts during the reflection process.