A Survey On The Current Situation Of Using Reading Materials In Senior Secondary Mathematics Textbooks And A Study On The Application Of Integration

Since the promulgation of the General Senior Secondary Mathematics Curriculum Standards(2017 Edition),various versions of textbooks have been updated to implement the relevant requirements of the new curriculum.As an important extension resource in senior secondary mathematics textbooks,reading materials have been updated to facilitate teachers’ creative teaching,students’ independent learning,and students’ appreciation of the scientific,applied,cultural and aesthetic values of mathematics.What is the profile of the reading materials based on the new curriculum design? The current use of reading materials by teachers and students in senior secondary schools is the starting and ending point of this study.In this study,the reading materials in textbooks of various editions are interpreted,coded and counted from eight aspects: column categories,presentation location,presentation style,writing format,content areas,material topics,core mathematical literacy and basic ideas,to understand the overview of the reading materials set.Teacher questionnaires were designed and supplemented by interviews to investigate teachers’ teaching of the reading materials in four dimensions:comprehension study,integration,application and sources of knowledge;and student questionnaires were designed and supplemented by interviews to investigate students’ learning of the reading materials in six dimensions: learning situation,awareness,interest and attitude,habit,ability and expectation.The main findings of the study:(1)For the categories of columns,the Su Education edition is richer and more numerous;for the location of presentation,except for the Renmin Education B edition,which presents all of them in chapters,all of them have the highest percentage after chapters;for the presentation method,except for the Shanghai Education edition,which has the highest percentage of text presentation,all of them have the highest percentage of text+picture presentation;for the form of writing,the Renmin Education A and E Education editions have the highest percentage of inquiry-based writing,while the rest have the highest percentage of narrative-based For the content areas,all editions had the lowest proportion of the main lines of preparatory knowledge;for the topics of the materials,they were mainly knowledge extension and history of mathematics;for core mathematical literacy,they mainly penetrated logical reasoning literacy;for basic ideas,they mainly penetrated abstract ideas.(2)The use of reading materials by teachers showed a high level of recognition but low level of application.The main influencing factors were the interestingness of the reading materials and students’ knowledge base and ability,as well as limited IT expertise and difficulties in integrating with teaching content.Students pay more attention to the reading materials and,in particular,boys score better than girls overall.Students prefer knowledge-expanding reading materials and have some of their own views on the setting of the reading materials,but there is some confusion about independent learning and they want teachers to explain the reading materials.Based on the overview and characteristics of reading material settings,the current situation and reactions of high school teachers and students to the use of reading materials,the author proposes the application of dividing reading materials into four categories: integration,thematic,reading and micro-lesson categories,and gives case studies to provide teachers with ideas and references for using reading materials.