An Investigation Of The Adaptability Of Mathematics Teachers To The Education Of New Textbook

The new round of reform has a greater change in the teaching philosophy, teaching methods, teaching content and teacher evaluation methods of mathematics. The design of the textbooks combines some ideas from other disciplines, meeting the needs of the times, and reflecting the mathematics and its application, penetrating the modern mathematical thinking. In the process of implementation of the new textbooks, teachers’ adaptation to the changes directly affect the final results of the new curriculum reform. As a large agricultural country, the implementation of the new materials in rural areas is an important factor affecting the overall quality of education, and the situation of rural teachers’adaption to the new textbooks also reflects the adaptability of the new textbooks.Based on this, this paper takes the change of high school mathematics textbooks as an entry point, and select four different types of high school math teachers of Xihe City of Gansu Province as the study targets. To obtain the results, the author adapts questionnaires and interviews to investigate their adaptation to the new textbooks. The specific findings indicate that:the overall adaptability of rural high school mathematics teachers to the new textbooks is not good, some teacher’s teaching philosophy and teaching methods is inconsistent. And the lack of teaching resources, teaching methods and methods, and teachers’ training mechanisms lagging behind, the teacher’s teaching and research capacity is relatively poor.For the above findings, this paper presents a number of related strategies and suggestions:Firstly, strengthen teacher training to improve teachers’ professional accomplishment. Secondly, increase investment in education, strength publicity efforts of curriculum reform. Again, further improve teaching textbooks, scientifically and rationally use new materials. Finally, reform the existing teachers’ evaluation system.