Research On The Use Of Inquiry Content Of "Graphics And Geometry" In Junior Mathematics Textbook

Textbooks are important carriers to carry out teaching and achieve the goal of educating people.Especially the numerous inquiry contents arranged by the module "Graphics and Geometry" in junior high school mathematics textbooks play an important role in cultivating junior high school students' innovative consciousness and practical ability.As the implementer of teaching,the way teachers deal with textbooks will greatly affect students' learning of textbook content.Therefore,it is of great significance to study teachers' use of "graphics and geometry" inquiry content in junior high school mathematics textbooks.The research questions of this study are: What is the current situation of junior high school mathematics teachers using "graphics and geometry" to explore content?To solve this problem,the following three sub-questions will be discussed:(1)How well do junior high school mathematics teachers approve of the content of "graphics and geometry" ?(2)How about the use of "figure and geometry" inquiry by junior high school mathematics teachers in the classroom?(3)What are the factors that affect junior high school mathematics teachers' use of "graphics and geometry" to explore content?In this study,literature,text analysis,questionnaires,interviews,classroom observation and other research methods were used to study the current situation of junior high school mathematics teachers' use of the textbook "graphics and geometry" inquiry content by combining qualitative analysis and quantitative research.Based on the relevant research results,this study compiles research tools such as teacher questionnaires and student questionnaires,teacher interview outlines and student teacher interview outlines,classroom observation tables,and collects relevant data of junior high school mathematics teachers' recognition of the content of inquiry in the textbook "Graphics and Geometry" and classroom use with the help of existing research tools,and summarizes junior high school mathematics.Teachers use the textbook "Graphics and Geometry" to explore the influencing factors of content.On this basis,the main conclusions are as follows:Firstly,junior high school mathematics teachers generally agree with the content of "graphics and geometry",but they disagree with the applicability and operability of the content;secondly,when junior high school mathematics teachers use "graphics and geometry" to explore the content,they have different degrees of adaptation;thirdly,junior high school mathematics teachers will provide students with exploratory opportunities when they use "graphics and geometry" to explore the content,but under the purposeful guidance,they do not completely give the classroom to the students;Fourthly,junior high school mathematics teachers agree that the content of "graphics and geometry" can be different;Fifthly,teachers themselves,students and exploratory content have a greater impact on teachers' use of "graphics and geometry" to explore the content,compared with other parties in the school environment.The factor of surface has little influence.On the basis of the above,the study will put forward specific suggestions to promote junior high school mathematics teachers to use "graphics and geometry" to explore content from the perspectives of teachers' teaching,the compilation of textbook inquiry content and school environment.