Investigation Of The Status Of High School Math Teachers Use Textbooks

A new round of basic education curriculum reform in China has been in full swing, and the most direct embodiment of education curriculum reform is to rewrite the textbooks. The present compilation of high school mathematics textbooks and teacher’s view on mathematics textbook are directly related to the success or failure of the education reform. Therefore, the topic that investigating the compilation and Application of "high school mathematics curriculum standard experiment textbook"(here in after abbreviated as the new textbooks) has a certain theoretical significance and practical value.This paper mainly studies the following problems:1teachers’ perceptions of textbook editing, production level.2the teachers’view toward the textbook knowledge, culture and thought.3the teachers’cognitive level of new textbooks and textbook for students’ development.4the applicability of the new textbook and its characteristics.From the quantitative and qualitative point of view, taking Guilin city in Guangxi province for example, combing with the questionnaire survey and the interview form, by means of analysis of196samples of high school mathematics teacher questionnaire and11high school mathematics teacher interviews, we know the opinions of high school mathematics teachers on the new textbooks and the application of the new textbooks, and obtain the following main conclusions:in the aspect of the editing level of new textbooks, the textbook language expression and chart are of scientific norms, the data is true and reliable, Size and shape are convenient for students to carry, Spacing, row spacing, paragraph distance are reasonable. In the aspect of the knowledge, culture and thought of new textbooks, the new textbook embodied the concept of the new curriculum. However, in the ordinary high school mathematics curriculum standard "(here in after referred to as the" standard"), the three levels of the ability of knowledge knowing, understanding and mastering are difficult to grasp, teaching evaluation method does not have a fundamental change. Compared with the version of the outline of the textbooks, the new textbooks are not more suitable for teaching than outline version of textbooks, but new textbooks reflect the diversity of teaching methods and learning methods, devote to use a variety of ways to present the teaching content, guide the student to experience mathematics inquiry and which is conform to the students’ mathematical ability level and is more conducive for the students to understand and grasp. In the aspect of the knowledge level and ability development of new textbooks, the cohesion of high school mathematics, the junior middle school mathematics and other subjects is of normal level, knowledge capacity is large, the recognition of content presentation and the contents of the difficulty are of normal level. In the application and characteristic aspects of the new textbooks, auxiliary teaching resources for teachers on the new textbook is more satisfying, the using effect is of normal level, the overall feeling is workload, new textbooks are more suitable for city schools.Finally, we put forward some suggestions on the further modification and improvement of the new textbooks:to allow more and more front-line teachers to join the writing of new textbooks; to strengthen the teachers’ training of new curriculum; to make the first-line teachers to understand and master the standard of high school mathematics teaching content of the regulations and requirements; to change the way of teaching evaluation.