Research On The Receptivity And Stages Of Concern Of The Mathematics Teachers Of Junior Middle School On Inquiry Content In Mathematics Textbook

The inquiry content design in junior middle school math textbook is the most important form of reforming the new curriculum textbook,which aims to change students' learning style,cultivating their innovative spirit and practical ability.Junior middle school math teachers' identity and the stage of attention on inquiry-based content in the textbook(teachers' attitude and mental devotion when using the inquiry content),have a direct impact on the realization of the purpose of designing inquiry-based content.The main research questions of this study are:1.which level do the junior middle school math teachers' receptivity on inquiry-based content ? What are the influencing factors?2.which level do the junior middle school math teachers' concerns stage on inquiry-based content engage in? What are the influencing factors? 3.what is the relationship between each dimension of junior middle school math teachers' receptivity?4.what is the relationship between junior middle school math teachers' receptivity and stages of concern?Using documentary method,investigation method,statistical method,and teachers' receptivity and concern stages questionnaire based on the theory of receptivity and concern stage,this paper investigated 115 math teachers from 16 junior middle schools in Lanzhou,Wuwei,Jiayuguan and Minqin county respectively.The questionnaire aims to examine the math teachers' receptivity and concern stages when teaching explorative content in the textbook.Using EXCEL2003 and SPSS17.0 statistical analysis,results are found as follows:(1)62.5% of the math teachers agree with the inquiry content in junior middle school math textbooks,and the version of the textbook used,location of the working school,teaching age and certificate level are the four factors affecting junior middle school math teachers' receptivity;(2)The concern stages on inquiry content in textbooks lie mainly in personal,consequence,cooperation and the re-concern stages,the version of the textbook used,location of the working school,teaching age and certificate level are the four factors affecting junior middle school math teachers' concern stages on the use of inquiry content;(3)Internal variables of teachers' sense of receptivity on the inquiry content are significantly related;(4)Teachers' sense ofreceptivity on the inquiry content is significantly related with teachers' concern stages on inquiry content.Based on the results above,the author advise:(1)The writers of math textbook should enhance the conversations and communication with teachers;(2)Enhance supporting resources development of inquiry content of math textbook in junior middle school;(3)Junior middle school should enhance supporting for teachers to use inquiry content of math textbook;(4)Teacher-training institutes should enhance theoretical and practical training of teacher of junior middle school to use inquiry content of math textbook.