Exploring The Composition Of Questions In Mathematics Textbooks From The Perspective Of Questions

Starting from the new semester in September 2019,provinces and cities across the country will gradually carry out new courses and use new teaching materials.In this paper,the people's Education Press published in 2019 new teaching material "ordinary high school mathematics textbook a version" Research(hereinafter referred to as people's Education Press),the main research compulsory book questions(questions)situation.To some extent,this study makes up for the lack of research on questioning in high school mathematics textbooks,and provides help for front-line teachers to better understand and use textbooks in classroom teaching,and also provides ideas for textbook editors.This paper studies the quantity,function and quality of questions in textbooks.Using text analysis and comparative analysis,through the analysis of the concept of function,trigonometric identity transformation and the application of function,three elements of questioning function are determined: position,knowledge and expression.In terms of questioning quality,based on the difficulty model of teacher Bao Jiansheng's mathematical questions,the quality of questioning is analyzed from three dimensions: background,purpose and reasoning.Finally,the paper studies the compulsory textbooks of the people's education press of 2019 from three dimensions of quantity,quality and function of questions,and compares them with the 2007 edition.The final conclusions are as follows:1.In the common chapters,the total number of questions in the 2019 edition is more than that in the 2007 edition;2.The function part has the most questions,and the inequality part has the least questions;3.There are eight kinds of questioning functions,which are mainly based on the location,knowledge and expression of the questions;4.Compared with the questions in 2007 edition,the proportion of functional questions in 2019 edition is more balanced;5.The quality of questions in the 2019 edition is higher than that in the 2007 edition.Finally,through the research process and conclusion of this paper,the author hopes to help the relevant personnel to better understand and use textbooks.For teachers,we should pay attention to the quantity change of questions in textbooks and understand the key points of questioning.In the collection,function and solid geometry,teachers should keep and use the problems provided in textbooks.Teachers should understand the function of questioning and be able to ask questions according to the teaching objectives.In classroom questioning,teachers should put forward more functional problems to help students deepen their understanding and formation of concepts and formulas.For editors,we should pay attention to the proportion of various kinds of questions in textbooks;increase the relationship between questions and questions in textbooks;increase the marking of questions;think about the function of questioning;improve the quality of questioning,etc.