A Study On The Inquiry-Related Contents And Its Using Status In Middle School Mathematics Textbook

Innovation is the key for our country to keep ahead in competition,and education is the key to promote our international competitiveness.Therefore,the schools have taken cultivating students’ innovation ability as their highest goal.However,if teachers just pour knowledge into students,then their ability of innovation will become something ethereal.In order to transform the teaching method,Mathematics Curriculum Standards for Compulsory Education(2011 edition)put forward that the compilation of textbooks should guide students through to inquiry independently,and should pay attention to cultivate students’ humanistic spirits.In inquiry activities,the teachers should cultivate students’ habit of independent thinking and the consciousness of cooperation and communication.According to the requirements of Subject Standard for Junior Mathematics,the research comprehensively uses a variety of methods to study the writing features of the inquiry-related contents in textbooks and its using status.First of all,this study sorted out and concluded the curriculum standards,existing research results and inquiry-related contents in textbooks,in order to build an analysis framework of an analysis framework.Secondly,this analysis framework is used to analyze the inquiry column,the object,the subject,the training skills,the teaching form and the opening levels of the inquiry-related contents.Finally,based on the results of the above analysis,classroom observation method,interview method,and questionnaire method are adopted to collect teachers’ using status of inquiry-related contents.The study mainly draws the following conclusions:Ⅰ.The writing of the inquiry-related contents of middle school mathematics textbooks has the following characteristics: the presentation of inquiry-related contents in the textbooks is dominated by thinking,inquiry,experiment&exploration,reading and thinking,observation and guess,mathematical activities,information technology application and topic learning.It is found that the object of inquiry-related contents is mainly mathematics knowledge,and the inquiry-related contents highlights the subjective status of students.Basic process skills pay more attention to observation,understanding and using numbers,and the least attention to the formation of hypotheses and control variables.The opening level of inquiry-related contents is based on the conclusion initiation type.In terms of teaching form,the emphasis on students’ independent inquiry,inquiry method and sufficient inquiry time are not enough.Ⅱ.In teaching practice,the using status of inquiry-related contents in middle school mathematics textbooks has the following characteristics: in selecting inquiry-related contents,teachers prefer to use inquiry-related contents in the text.Few teachers choose to change the inquiry-related contents.In teaching form,students’ subjective status has been reflected.Teachers prefer to train students’ basic inquiry skills and students’ inquiry space is small.Therefore,teachers should appropriately adapt the inquiry-related contents according to the teaching tasks,and prepare reasonable inquiry columns when necessary,so as to guide students to carry out various inquiry activities and improve students’ interest in learning mathematics.