A Study On The Adaptability Of Guangxi High School Mathematics Teachers To New Textbooks

Textbooks are the medium for teachers to teach and students to learn in the teaching process.Through teaching materials,teachers pass knowledge and ideas to students in order to achieve the purpose of educating people.Therefore,the adaptability of teachers to teaching materials affects the quality of teaching.Especially in the early stage of using new teaching materials,whether teachers can quickly adapt to new teaching materials,implement the educational concept of new teaching materials,and meet the educational requirements of new teaching materials is worthy of attention.In the context of the ninth new curriculum reform,starting from the autumn semester of 2021,Guangxi Zhuang Autonomous Region officially joined the ranks of the new college entrance examination,and the freshmen of the year began to Use the new textbook of " Ordinary High School Textbook Mathematics(Personal Education Version A)".In the face of brand-new teaching materials,how to adapt to the new teaching materials for high school mathematics teachers in Guangxi,and how to improve the adaptability of front-line teachers to the new teaching materials have become problems that need to be solved urgently.This study hopes to investigate the adaptability of the first-year mathematics teachers in Guangxi to the the Compulsory First Volume of "Ordinary High School Textbook Mathematics(Personal Education Version A)".Find out the teacher’s adaptability to the new teaching material and try to find the method of the problem,so as to improve the adaptability of Guangxi high school mathematics teachers to the new teaching material.This study takes the mathematics teachers of the first grade in the Guangxi Zhuang Autonomous Region as the research object.Based on the analysis and summary of the existing research,the teachers conduct questionnaire surveys and interviews,and conduct in-depth classroom observations and video recordings.Use SPSS25.0 to carry out statistical analysis on the questionnaire data,and use the selfbuilt curriculum analysis framework to analyze the curriculum,so as to obtain the current situation of teachers’ adaptability to the new teaching materials and the existing adaptability problems,and finally analyze the reasons for the existing problems and make corresponding improvement suggestions.The conclusions of this study are as follows:(1)The overall adaptability of Guangxi high school teachers to the new textbooks is above average,and there is a lot of room for improvement.(2)In terms of cognition and implementation of teaching material concepts and design intentions,teachers’ cognition is not deep enough,and the implementation is not in place.In this dimension,teachers of different genders are different;There are significant differences between teachers with 15-25 years of teaching experience and teachers with less than 3 years,4-6 years,and 7-15 years;There are significant differences between teachers with more than 25 years of teaching experience and teachers with less than 3 years of teaching experience and 7-15 years of teaching experience;The level of adaptability of first-level and senior middle-school teachers is significantly higher than that of second-level middle school teachers.(3)In terms of adapting to the content of textbooks,teachers are more receptive to the arrangement structure and content of the new textbooks,and most teachers teach based on the textbooks.There are differences in the adaptability of teachers of different genders in this dimension,and there are also significant differences in adaptability of teachers with undergraduate and postgraduate degrees.(4)In terms of teaching methods and teaching practice adaptation dimensions,teachers’ teaching methods have basically not changed,and the use of textbook chapter introductions and example exercises in the classroom is relatively sufficient.Teachers pay more attention to reading materials and chapter summaries but fail to do much in the actual classroom.Teachers have great difficulties in the teaching of mathematical modeling activity classes and literature reading and writing classes.(5)In the dimension of ability adaptation,teachers are not optimistic about the use of information technology.The seewo whiteboard has become an additional blackboard,and they are very unfamiliar with the use of GGB dynamic software;most of the situations in teaching are question-and-answer situations,and there are few interactive situations.;The ability to acquire teaching resources is strong.(6)In the dimension of teaching evaluation,teaching evaluation is mainly based on examinations,supplemented by ordinary grades.(7)In the dimension of reflection and suggestion on the use of textbooks,most teachers think that the teaching task is heavy and the curriculum resources are lacking.Teachers hope to get the sharing of excellent teaching design and lesson examples,the teaching guidance of mathematical modeling activities,the use of information technology,the teaching guidance of the content of new teaching materials,and the description of the intention of teaching materials.