Research On The Challenge Of High School Calculus Content To Teachers' Teaching Under The New Curriculum Standard

In 2017,China’s "General High School Mathematics Curriculum Standards(2017 Edition)"(hereinafter referred to as the new curriculum standards)proposed to cultivate students’ four basics and four abilities and six core qualities,while making some adjustments to the course content.Especially,the content related to calculus has been made significant adjustments.The key to whether the new curriculum standards can be implemented depends on teachers.To be more specific,how teachers perceive the challenges to them and students caused by the adjustments of calculus content in the new curriculum standards and how to deal with the challenges are crucial to the implementation.This study mainly analyzes how high school teachers view the adjustments made by the curriculum standards in terms of calculus content,and what challenges these adjustments pose to high school teachers.What’s more,the strategies that high school teachers plan to adopt are analyzed as well.Based on the comparison between the new curriculum standards and the calculus content in"General High School Mathematics Curriculum Standards(Experimental)”,this study combined with the existing research to develop the research framework and interviews outline.And then 28 in-service mathematics teachers from Shandong province were selected to conduct the interviews and the interview materials were collected by taping.The interview materials were transcribed and organized into recorded text one by one,which was then imported to NVIVO11 software for coding and analysis.The results of this study are shown as follows:1、High school teachers do not know much about the adjustments of calculus content in the new curriculum standards mainly due to the heavy teaching tasks and insufficient attention to curriculum standards.In terms of understanding the adjustments of calculus content,some teachers learned by participating in training and reading the new curriculum standards,and some learned from other teachers around them.But after introducing specific adjustments to teachers,they generally approve the adjustments of the calculus content in the new curriculum standards.high school teachers believe that the adjustments of the calculus content in the new curriculum standards can reduce the burden on most students and teachers while meeting the needs of different students.In the optional compulsory course,adding the limit idea to the derivative concept is helpful for the teacher to explain the derivative concept and the students’ better understanding.Removing the basic theorem of definite integrals and calculus reduces the burden on students and teachers.And calculus content in elective courses provides students with more choices.2、High school teachers believe that the calculus content in the optional compulsory course poses little challenges.However,the calculus content in elective course A and B bring teachers’ mathematics knowledge level,classroom teaching and student learning a great challenge.Specifically,guiding students to complete reports related to integration-related mathematics and culture,and the content of calculus in elective courses pose challenges to teachers’ mathematics knowledge.At the same time,guiding students to complete reports related to integration-related mathematics and culture,and removing the fundamental theorem of definite integrals and calculus and the content of calculus in elective courses will bring challenges to teachers’ teaching due to the lack of relevant teaching experience and insufficient acceptance of high school students.The students would have great challenge if the optimization examples in life,the fundamental theorem of definite integrals and calculus and the content of calculus were all eliminated as a result of affecting their better understanding of derivatives application in life and difficult content.3、There are two main ways for high school teachers to cope with challenges:take part in training to strengthen learning and actively adjust teaching.Teachers will learn calculus-related mathematics knowledge and calculus-related teaching knowledge and strengthen the study of new curriculum standards.In terms of mathematics knowledge related to calculus,teachers said that they would learn the calculus content in the new curriculum standards,especially the elective courses as needed.In terms of calculus teaching,teachers said they would participate in relevant training and read relevant literature to enrich their own Knowledge related to calculus teaching.Based on the above results,this study suggests that certain measures should be taken when training in-service teachers or pre-service teachers to help them cope with the challenges brought about by the calculus content in the new curriculum standards.The specific recommendations are as follows:First,in terms of the training of in-service teachers,(1)Relevant education departments and high school should provide appropriate training or learning materials for teachers to learn the new curriculum standards,so that they can learn the related knowledge of calculus in new curriculum standards more easily and effectively and their teaching quality can be improved.(2)The training of high school teachers should not only include the adjustments of the calculus content of the new curriculum standards,but also explain the significance of the reform of high school calculus education in depth,which enables teachers to understand what benefits the reform would bring to students and teachers and to change their unwillingness to accept high school calculus education.Therefore,the teaching can be improved according to inspiring teachers to study the content of high school calculus.At the same time,it also includes how to effectively deal with the challenges brought by the adjustment of the content of calculus.Second,in the training of pre-service teachers,we must focus on allowing pre-service teachers to learn the relevant national curriculum standards,so that they have a deeper understanding of the teaching reform,especially for content such as calculus that has been controversial in previous curriculum reforms.Not only to let pre-service teachers know the content of the reform,but also to let them know the significance of each reform.At the same time,it is necessary to strengthen the content of high school calculus teaching methods and strategies in the pre-service teacher curriculum system to help pre-service teachers recognize the challenges calculus content brings to teacher teaching and student learning and more accurately grasp the difficulties and breakthrough methods of high school calculus teaching,thereby helping pre-service teachers to use more scientific effective methods for teaching.