| Textbook is an important carrier for mathematics teachers to carry out teaching,and the level of teachers' use of textbooks directly affects the quality of teachers' teaching and the effect of students' learning.Textbooks are the link between teachers and students.How teachers use textbooks is directly related to teachers' teaching and students' learning.Different textbook use levels reflect teachers' different textbook values,textbooks' content view,textbooks' overall cognition view and textbook structure view.Since the introduction of the new curriculum,the state has introduced textbooks with one standard and more copies Using policy,teachers' use of textbooks has been improving,but in the activities of participating in the "National training Plan" and "sending teachers to the countryside ",the author found that there are more or less problems in the use of textbooks in junior middle school mathematics teachers through close communication with first-line junior middle school mathematics teachers.So,in order to understand the current situation of the use level of mathematics teachers' textbooks in junior high school? What are the factors that affect the use level of teachers' textbooks and the improvement strategies? This study selected some junior middle school mathematics teachers in Northwest China as the research object,from the teacher's "understanding and cognition level " ? " deconstruction and interpretation level" ? " integration and reorganization level" The five levels of "development and application level" and "evaluation and reflection level" are studied,and the relevant influencing factors are analyzed.Finally,some strategies are put forward to improve the use level of middle school mathematics teachers' textbooks.The study found that the average score of understanding and cognition textbook was the lowest in the course of using middle school mathematics teachers' textbooks,with a score of 0.619,Level 3 use beyond conventional but non-new.In deconstruction and interpretation of the textbook level and the development and application of the textbook level,teachers use the average score is higher,the score is 1.014 and 0.917,the two levels of teachers use textbooks in the regular but innovative level of 4 levels of use;Teachers in the integration and reorganization of the textbook level and evaluation and reflection of the use of textbook level are worth divided into 0.744 and 0.699,these two levels of teacher textbook use level between 3 and 4 levels of use.The investigationof influencing factors found that teachers' school area,teachers themselves,using different versions of teaching and whether to participate in textbook use training and other factors have a certain impact on the level of teachers' textbook use.Other factors in the survey found that teachers think that the subjective factors affecting the level of textbook use,such as the teacher's teaching concept,ability and the degree of mastery of students' learning situation than external factors,such as the school and the education department to the junior high school mathematics curriculum and other factors.Based on the research results and the factors affecting the use of teachers' textbooks,the following strategies are put forward :1.Teachers should establish a scientific view of textbook use;2.Teachers should make clear the guiding value of curriculum standard to the use of textbooks.Teachers should do a good job of high-quality teaching design;3.Teachers should do a good job of high-quality teaching design;4.Schools should do their duty of effective curriculum implementation and sharing of excellent educational resources;5.Teachers should develop a conscious sense of reflection on the effect of textbook use;6.Teachers should actively participate in various training activities in the use of textbooks;7.Schools should establish mechanisms for the exchange of experience in the use of textbooks;8.Textbook writers should constantly revise and improve textbooks. |
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