A Comparative Study On The Use Of Textbooks By Novice Teachers And Experienced Teachers Of Mathematics In Junior Middle School

Textbooks play an important role in teachers' teaching and students' daily learning.The value of the curriculum represented in the textbook needs to be interpreted and explored by teachers.At present,most scholars in my country will focus on the static study of the textbook and there is a lack of dynamic research,such as the use of textbooks.For novice teachers who are in junior middle school,they generally do not know how to use the textbook.Therefore,I selected 91 junior middle school math teachers and two novice and experienced teachers from the same school in Shanghai as the research objects to study :(1)what is the overall situation of the use of textbooks for math teachers in junior middle school ?(2)What are the overall differences in the use of textbooks between novice and experienced teachers in junior middle schools?(3)Compared with experienced teachers,What are the problems in the use of textbooks for novice teachers? What are the relevant recommendations?In view of the above research problems,on the basis of the existing model,the layer of "teachers' guidance on students' use of textbooks" is added,thus forming the "model of junior middle school mathematics teachers' use of textbooks".Then,a questionnaire is designed for this model.Secondly,for the sake of finding out the differences between the novice teachers and the experienced teachers in the use of textbooks in a more specific way,a comparative case analysis was made between novice and experienced teachers in the same school through classroom observation and after-class interview.Finally,according to the results of questionnaire survey and case comparison,the problems existing in the use of the textbooks by the novice mathematics teachers in junior middle schools are analyzed,and relevant suggestions are given for the problems.According to the above research process,the research results are as follows :1.(1)The mathematics teachers in junior middle school are at the level of "comparative understanding" and "general understanding" in the dimension of "understanding and studying textbooks";(2)The mathematics teachers in junior middle school have the consciousness of interpreting and integrating the textbook as a whole;(3)The aspect of using the textbooks is overall in a frequent or occasional state;(4)In the aspect of "judging textbooks",junior middle school mathematics teachers will basically reflect on the use of textbooks but lack of consciousness of correction;(5)In the aspect of "guiding students to use textbooks",mathematics teachers in junior middle school show "often" on the whole,but most teachers still ignore the important role of textbooks to students.2.The overall difference between novices and experienced teachers are understanding of curriculum standards,textbook layout,structure and characteristics;ability to integrate textbooks;development of potential functions of textbooks;textbooks and the use of the effect of evaluation and reflection;Instruct students to read textbooks after class.3.According to the difference of textbook use between novice teachers and experienced teachers,the problems of novice teachers' use of textbook are summarized as(1)Rely on textbooks;(2)Lack of understanding of the textbook system;(3)The intensity of developing potential functions of textbooks is insufficient;(4)Lack of effect evaluation and reflection on the use of textbooks;(5)Ignore guidance on the use of textbooks for students.On this basis,the relevant suggestions for novice teachers are as follows:(1)Study curriculum standards to promote their understanding and study of textbooks;(2)Consider the students' cognitive level and use the textbook creatively;(3)Strengthen the awareness of judgment and reflection,and improve the use of textbooks;(4)Build a learning community for teachers,help each other to clarify the direction;(5)Select training courses to study the ability to use textbooks.