A Case Study Of High School New Mathematics Teachers Using Textbook Resources To Crate Situation Asking Problem

Through the literature analysis, the comparison of textbooks, teaching methods, the study of creation situation asking problem and other research, we got the results of explaining the meaning and function of textbook, situation of asking problem, built a theoretical framework of teachers using textbooks to crate situation asking problem. Then, taking the zeros of function and the bisection method as the content, in methods of class observation, questionnaire, video analysis, comparative study and statistical analysis method, we compared four mathematics teachers’teaching behavior in two high schools in Guiyang (a demonstrative high school, a non demonstrative high school), and found the difference about the teaching behavior of teachers using textbooks to crate situation asking problem. The basic conclusions are as follows:1. Compared with new teachers of non demonstrative high school new teachers, the new teachers in demonstrative high school use extended subject when crate problem situations.No matter from the expansion, the perspective of relevance, or the interests, the number of subject of the new teachers of demonstration high school is much more than teachers of non demonstrative high school, not only respect in the transfer of knowledge but also in the difficulty of the problem. In contrast, they are more willing to expand the subject of the problems in homework; while teachers in the non demonstrative high school tend to introduce the subject in the new curriculum and the consolidation of knowledge.2. Whether the new teachers of both demonstrative and non demonstrative high school, are not improve the problems in the structure when crate problem situation.But the new teachers of non demonstrative high school have stronger sense of the development of teaching materials and the development content is richer of problem situations; While the new teachers of model high school have abundant awareness to improve the structure problems in textbooks,even more than 1/4 new teachers won’t improve structure problems when teaching.3. In the creation of the problem situation, new teachers of non demonstrative high school highly take advance of problem situation in textbook than teachers of demonstrative high school.Besides, the highly use problem situation of non demonstrative high school, teachers of both schools have their own points of the content. But, the new teachers of non demonstrative high school pas more attention to situation of students’daily life.4. in the creation of the problem situation, the new teachers of non demonstrative high school of problem representation is significantly different from the new teacher demonstration senior high schoolsIn the creation of the problem situation, the non demonstrative high school new teachers to teaching problem tend to use and visual expression and visual representation of expression,the demonstration senior high school new teachers tend to use the symbolic expression and symbol expression related, such as symbols, symbols and arithmetic combined with algebraic symbols, symbols, and and graphics and so on. Though the difference exists, but has been a positive response from different they are students in the reaction.5. Regardless of the demonstration or non demonstration common school, new teachers could induce the aspect of knowledge, thought and method about the original problems of the teaching material at the time of creating problem situation can mostly in a certain period (each class hour, weekly, monthly, each semester).On this basis, with the topic of teachers’ cognition about the creation of problem situation, objective to investigate and analysis the cognitive differences of new teachers whoever is the teacher of the demonstration or non demonstration common school, which further reveals the current situation of the two different types of high school new teaching notions and professionalism.Finally, we explore the main factors that the new teachers of the two different types of high school use teaching material resources creating problem situation from the two aspects of pre-service education background and the post-career professional development environment, which further analysis the impact of the creation of problem situation of differences in behavior.