Research Implementation Strategy Of Inquiry Column In High School Mathematics Textbooks

"General High School Mathematics Curriculum Standard(Experiment)" clearly points out that,mathematical inquiry should be arranged in the relevant teaching contents when editing textbook.The inquiry section in the high school mathematics textbook edited by Peoples Education A embodies conform to the social background of knowledge transformation.In the process of mathematics teaching,the strategy of using inquiry section by teachers determines the realization of compiling value of textbook inquiry section.And it is a very important topic to study the implementation strategy of inquiry sections in textbooks.In this research,the methods of literature analysis,case analysis and so on are adopted,and the study is carried out with the focus of the implementation strategy of Inquiry section in high school mathematics textbook.The researches on the use of textbooks,mathematics inquiry teaching and the use of inquiry sections at home and abroad are combed first.Then the text of the research section in the textbook is analyzed,and the research objects of the inquiry section are classified.Aiming at different categories of inquiry objects,we study their strategies through their instructional design.The main conclusions of the study are as follows: Firstly,in terms of the subject of inquiry:1)for declarative knowledge-based inquiry,the subject of inquiry is students,and the teacher plays a supplementary role;2)for procedural knowledge-based inquiry,teachers and students are the main object of the inquiry,and teachers are the guide of the whole inquiry;3)for knowledge-based inquiry,teachers and students are the object of the inquiry.The student is the guide of the whole inquiry.Secondly,interms of inquiry time: 1)for declarative knowledge-based inquiry,inquiry time is long,including pre-class,in-class,after-class,inquiry time freedom;2)for procedural knowledge-based inquiry,inquiry is distributed throughout the classroom each link,inquiry time is concentrated;3)for knowledge application-based inquiry,inquiry is distributed in a certain link or some links of the classroom,and the inquiry time is relatively less.Thirdly,in terms of inquiry skills: 1)declarative knowledge inquiry mainly trains student;s basic skills,such as observation,classification,the relationship between knowledge and use,making forms,communication,etc.,and 2)procedural knowledge inquiry and knowledge application inquiry mainly trains students' comprehensive skills.The innovation of the research is the text analysis of inquiry content in high school mathematics textbooks,the case analysis of different types of inquiry content and the study of used strategies.These can provide auxiliary reference for teaching.Despite of this,there are some inadequacies in the case study,foe example sample size is small,data analysis is not comprehensive enough;the theoretical basis of the author is weak,and inquiry analysis is not sufficient.We hope that this study can promote more teachers to pay more attention to the inquiry content in high school mathematics textbooks and study the inquiry content along with us.