An Investigation And Study On The Status Quo Of Analysis Capabilities Of Junior Middle School Math Teachers

In 2011,the Ministry of Education promulgated the "Mathematics Curriculum Standard for Compulsory Education(2011 Edition)"(hereinafter referred to as the "course standard").The issuance of this programmatic document marks the start of a new round of mathematics curriculum reform in China.As an important result of the curriculum reform,the textbooks have undergone great changes in the preparation of the system and the content organization form.As the main carrier of the course,the teaching materials play a key role in the whole process of teaching.The understanding of the teaching materials by the teachers determines the teaching quality to a great extent.In order to explore how junior high school mathematics teacher's teaching material analysis ability is,how does this study test the teacher by compiling a questionnaire? The following conclusions are obtained:(1)The teacher analyzes the knowledge points and relationships,the basic knowledge required for the teaching materials,the mathematical ideas and methods involved in the teaching materials,the learning methods,the design intent of the examples,the expected teaching objectives of the knowledge points involved in the teaching materials,and the mathematics involved in the teaching materials.The expected teaching objectives of the method of thinking and the expected teaching objectives of the values of emotions,attitudes,and values have performed well.(2)teachers in the analysis of the problem design,teaching materials in some of the details of two aspects,the general performance;(3)teachers in the analysis of textbooks involved in the curriculum of the 10 core concepts,analysis of learning methods of design intent two aspects of the worst performance;(4)The main factors influencing the analytical ability of teachers' teaching materials are the teaching age and the type of school.Specifically,with the increase of the teaching age,the analysis ability of the teaching material is gradually improved,and the analysis ability of the teachers' teaching materials of the key school types is generally higher than that of the ordinary school teachers;The main framework of the dissertation consists of six parts.The first chapter "Introduction" mainly elaborates the research background,research significance,research methods and core concepts.The second chapter "Literature Review" sorts out the previous research on the analysis of relevant textbooks.The third chapter "theoretical research on junior middle school mathematics teacher's teaching material analysis ability" mainly discusses the connotation,characteristics and structure of the teaching material analysis ability.The fourth chapter "the preparation of questionnaires for junior middle school mathematics teachers' teaching ability analysis" mainly elaborated on the process of the questionnaire preparation and the reliability and validity of the questionnaire.The fifth chapter "The investigation and analysis of the junior middle school mathematics teacher's teaching material analysis ability status" analyzes mainly from four aspects: the basic information analysis of the survey object,the analysis of the mean value of each layer of the answer sheet,the specific analysis of each dimension,and the correlation analysis.The sixth chapter "Conclusion and Reflection" summarizes the conclusions of the previous analysis and reflects on the deficiencies of the study.Finally,some feasible suggestions for improving the analysis of teachers' teaching materials are given.