A Case Study Of High School Mathematics Teachers In Applying The Inquiry Contents In Textbooks

Textbooks are basic materials for teachers' teaching and students' learning.The mathematics textbook in a certain period is the most centralized and systematic embodiment of the social requirement of mathematics education as one nation,state and society goes on to a certain stage.As a materialized form of mathematics curriculum,textbooks not only reflect the goal of mathematics education and teaching,but also the social demands of the basic qualities that people should possess.In 21 century,the cultivation of innovative talents is called for all over the world,and there is special significance for the cultivation of innovation talents in high school education.The inquiry contents set up by the PEP high school mathematics textbooks embodies the idea that the mathematics curriculum of high school,such as advocating the independent ability to study,hands-on experiment,and cooperative learning,which is important for students in high school to cultivate innovation consciousness and the ability to practice teaching.However,how to use the inquiry contents in textbooks in the teaching process by teachers,which is a research topic,determines the realization of the function and value of the textbooks.This study takes methods of case study,documentary study,interview,physical analysis,classroom observation,etc,exploring how the high school mathematics teachers deal with the inquiry contents in textbooks.More specificly,firstly this study card the existing research results of the textbooks at home and abroad,developing visting syllabus and classroom observation table.And then 5 teachers of sophomore and junior as cases from E high school are selected.Next,collect the relevant information of each teacher's 3—4 topics by interviewing them before instruction and after instruction,observation in classroom and collection of their teaching plans.And adopt the framework of 3×3 matrix that teachers use in textbooks to analyse the stragy they make before,while,and after instruction about reading,evaluating,and adapting the inquiry contents in textbooks.Finally compare the similarities and differences of the time and the way among them,analysing the reason.The study comes to conclusion:firstly,from the perspective of time,the teachers read and evaluate the inquiry contents in textbooks before instruction and some teachers adapt it.The teachers also use the inquiry contents in textbooks in different degree during instruction and are rarely use this part after instruction and read it before the next class.Secondly,from the perspective of teaching mode,the teaching method of sample teachers use the inquiry contents in textbooks is single,and tend to the way of teacher explanation and the teacher ask and students answer.There are a little chance to inquiry by students.The students are taken into accunt in the evaluation and some teachers also think the examination.Thirdly,different teachers have different strategies for the same inquiry contents in textbooks and the same teacher have different strategies for the different topics.Fourthly,this study finds that teacher's experience and habits are the important factors that affect the use of the inquiry contents in textbooks.Educationnal background of teacher has little effect on it.Innovation of this paper lies on the use of the framework of 3×3 strategy matrix and analyses the teachers' strategies of using the inquiry contents in textbooks,exploring the case teachers' strategies of using the inquiry contents in textbooks about 14 topics,showing in detail the situation of the teacher uses the inquiry contents in textbooks,which can provide a reference for teachers to prepare lessons.However,there is a problem in the study.At the same time,due to the use of interview and data analysis methods first,there may be something wrong with the data analysis.Hope this study can help the high school mathematics teachers to deal with the inquiry contents in textbooks,and draw the attention of more frontline teachers on the use of textbooks and join the ranks of education research.