Study On Illustrations Of High School Mathematics Textbook

Most of the mathematical knowledge of high school is very abstract,so it is difficult to give it an intuitional expression in words.However,it can be vividly presented by illustrations in mathematical textbook.It has been clearly put forward in High school mathematics curriculum standards(Experimental Manuscript)that the material in the textbook should be of fundamentality,contemporaneity,typicality,diversity and acceptability.Illustration is the image material in the textbook,which is necessary and meaningful for the scientific analysis and using status investigation of the textbook.First of all,through literature analysis,I rearrange the study of textbook illustrations at home and abroad to outline the existing state of the research in this aspect.Secondly,I read and analyze the textbook illustrations by making use of text analysis so that to get a general understanding of the distribution,classification,features and functions of high school mathematics textbook illustrations(Edition A of People' s Education Press)in the compulsory module.Textbooks with illustrations and text can stimulate students' motivation to learn and their learning interest.Illustrations have the function of interpreting abstract knowledge and students also train and improve their thinking in the process of reading the illustrations.The illustrations of life category in the textbook allow students to understand the links between mathematics and the real world while illustrations of mathematical history help students to understand the culture of mathematics.Reasonable use of textbook illustrations will be very meaningful for students.In order to find out the using status of textbook illustrations in teaching and learning activities,I investigate some teachers and students in Guangdong and Guangxi by using the method both of questionnaire survey and interviews.And I analyze the relevant data through SPSS software to draw the conclusions of this study as follows:On the students,side:1.Students from Guangdong and Guangxi provinces show no significantly different evaluation on the cover design of the textbook and the color and quantity of the illustrations.Most students are not satisfied with the design of textbook illustrations.Through the analysis of the subjective questions in the questionnaire and the analysis of the interview results,it is understood that the students want the textbook illustration to keep up with the times and pay more attention to the students' acceptance ability and hope to improve the printing quality of the textbook illustrations.Through the analysis of the subjective questions in the questionnaire and the analysis of the interview results,I get to know that students hope that the textbook illustrations keep pace with the times,pay more attention to the students' ability to accept and improve the printing quality of the textbook illustrations.2.Students from Guangdong and Guangxi province have a significantly different evaluation in the frequency of teachers' use of textbooks and the use of illustrations to guide teaching.Compared with the students in Guangxi,Guangdong students believe it is less often of teachers' using textbooks in class,and their evaluation of teachers' using illustrations to guide the teaching is poor.Through the interview I learned that the teachers from the school in Guangdong usually use the teaching plans prepared by their own school,so it's less likely for them to use textbooks.On the teachers' side:1.Teachers from Guangdong and Guangxi provinces show no significantly different evaluation on the quality and quantity of textbook illustrations.Their knowledge of the role textbook illustrations play in teaching and their usage of textbook are about the same.Among the teachers participating in the survey,39.5%of them thought that the illustrations had little or no effect on the students' learning,and 50%of them felt the same way about illustrations in teaching.For the reasons above,more than half of the teachers involved in the survey said that they neither included illustrations in their lesson preparation nor attached importance to illustrations in teaching.2.Teachers of different teaching ages show no significantly different evaluation on the quality and quantity of textbook illustrations.Finally,in view of the results of the questionnaire survey and the issues reflected in the interview,this study has put forward some suggestions for both the developer and the user of the textbook.As for the editor,they should establish a sustainable development mechanism for the compiling of textbooks,develop a set of practical usage specification for textbook illustrations and select scientific illustrations in the textbook.As for teachers,they should unit knowledge,practice along the teaching process,conduct an effective use of illustrations for teaching and make use of multimedia teaching aids to enrich the classroom.