The Investigation And Research On The Influence Of Mathematics Textbooks Of Junior Middle School In “Beijing Normal University Edition” On Teachers' Teaching Strategies

In 2001,the Ministry of Education officially launched a new round of basic education curriculum reform.Ten years later,on the basis of summing up the experience and achievements of the new curriculum reform,the Ministry of Education promulgated the Compulsory Education Mathematics Curriculum Standards(2011 edition).At the same time,several publishing houses issued compulsory education mathematics textbooks.Textbooks are the bridge between ideal curriculum and realistic curriculum,which affect the choice of teachers' teaching strategies to a certain extent.Whether this influence reaches the expectation or not determines the level of curriculum implementation to a great extent.In order to find out the influence of "BeiNormal Edition" junior middle school mathematics textbook on teachers' teaching strategies,this paper conducts an empirical study on 1544 junior middle school mathematics teachers in six cities of Liaoning Province through investigation.In this paper,the teaching strategies are mainly embodied in the following three aspects: the order of knowledge,the selection of materials,and the design of teachers' activities.Through questionnaires,the consistency between teachers' behavior in these three aspects and textbooks is obtained,in order to judge the impact of textbooks on teachers' teaching strategies.The higher the consistency,the greater the impact of textbooks on teachers' teaching strategies.The conclusions of this study are as follows: textbooks have a moderate impact on teachers' knowledge order;textbooks have a greater impact on teachers' selection of teaching materials;and textbooks have a greater impact on teachers' design of teachers' life activities.In view of the above conclusions,some suggestions are put forward for textbook writers,teaching and research personnel and front-line mathematics teachers.Among them,the suggestions for textbook compilers are as follows: for the "graphics and geometry" part,appropriate text can be set to introduce the importanceof the "experimental geometry";to increase the practicability of the problems in "synthesis and practice";to increase the interest of the situation when new lessons are introduced.The opinions of the researchers are as follows: to make more training plans;to carry out more training on curriculum standards;to interpret the textbook as a whole in the training,so that teachers can make clear the intention of the arrangement of each part of the textbook;to emphasize the exemplary role of examples to teachers.The opinions of front-line teachers are as follows: attaching importance to the process of textbook analysis ideologically;learning more from colleagues and teachers and researchers,and then using textbooks creatively;attaching importance to the teaching of "experimental geometry";attaching importance to the teaching of "synthesis and practice";and attaching importance to the demonstration role of examples.