| "Compulsory education mathematics curriculum standards"(2011 version)written in the preparation of teaching materials:Teaching materials should strive to highlight the characteristics,and actively explore the diversification of teaching materials.Although there are nine different versions of published junior high school mathematics textbooks and the teaching material examples in the textbooks are not exactly the same,all of them are the fruits of content editorial team.How does the teacher use the teaching material examples? And does the teaching material examples really help junior high school students understand the nature of the teaching content?The investigation and study of these problems provide valuable reference for the teaching practice of junior high school mathematics teachers and provide suggestions and support for the junior high school mathematics textbook enhancement.Based on the research methods such as literature analysis,questionnaire survey,interview,observation and so on,this paper verifies the analytical the dimensions by exploring the junior high school mathematics textbook and the teaching material examples.According to the dimension analyses,the questionnaires,interview outlines and observation scales were prepared.Through the questionnaire survey completed by mathematics teachers in six junior high schools in Chongqing,we understand the reason,the use quantity and the effect of teachers' use of teaching material examples;Through interviewing with 12 mathematics teachers in three different schools with accordingly better,medium and weaker education quality in Chongqing,we understand the different ways of how teachers use the teaching material examples.Through the live class observation of the three teachers,we understand the quantities and methods of teachers' use of teaching material examples.Through the whole study,the major characteristics of junior high school mathematics teachers using teaching material examples can be drawn as follows:(1)Teachers' understanding of the teaching material examples in the textbook is mainly based on the scientific nature of the example,the process of how the example presents,the selection of the example,the flexibility of the example and the readability of the example.The degree of recognition is relatively high,which is between 0.6 and0.7.Among the above factors,the process of how the example presents gains the highest degree of recognition.(2)The teachers' use quantity of teaching material examples can be calculated through the questionnaire survey and interviews.No matter of the proportion of teaching material examples in the whole study or in one lesson,50% of teaching material examples can be of good for teachers.However,the use quantity of teaching material examples did not reach 50% in the actual teaching environment.(3)The ways of teacher how to use teaching material examples are concluded from the use of forms and the use of the degree.The use of the form is mainly the student preview and the use degree is mainly the copy or choosing a comprehensive and more difficult topics as a teaching material example.(4)The effect of teachers' use of teaching material examples is mainly analysed from the use of satisfaction and students hands-on exercises during the class.The use of satisfaction reaches 0.6 or so,which means the degree of recognition is relatively staying at the middle level.Students hands-on exercises during the class shows they lack of flexibility when using the key knowledge.In addition,there are few recommendations for the conclusions of this survey: On the one hand,teachers should strengthen their own education theory cultivation,constantly updated their concepts;guide students to actively use textbooks.On the other hand,publishers should be prepared to absorb more editorial stuff with various professional backgrounds;Strengthen the construction and updating of supporting teaching materials and editorial stuff should be actively concerned about the teacher and students' response to the use of textbooks. |
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