Research On The Use Of "Synthesis And Practice" In Junior Middle School Mathematics Textbook

In recent years,mathematics "synthesis and practice" has been paid more and more attention,and the corresponding content has appeared in the middle school examination papers around the country.The "synthesis and practice" is an important field to cultivate students' innovation consciousness and application ability,the textbook is an important carrier of teachers' teaching,and the use of the "synthesis and practice" content in the textbook is the key to bring its value into play.The research adopts literature analysis,content analysis,observation,interview and object analysis to analyze the writing characteristics of the content of "synthesis and practice" in the textbook,perspective the current situation of teachers' use of the content in the teaching process,reveal its influencing factors,and seek suggestions for promotion.The research conclusions are as follows:Compiling features:(1)Presentation: There are 7 " synthesis and practice " topics in the 6 textbooks for junior high school.The topics focus on pattern design,and there are many topics integrating mathematics and other subjects.They pay less attention to students' raising questions and applying different solutions,and pay more attention to students' making plans,testing results and application problems.(2)Teaching strategy guidance: students are preferred,the teaching organization method is group cooperation,the teaching evaluation method is group report,and the research report is submitted.(3)Teaching goal guidance: incline to emotional attitude and value goal,and the guidance is rough.Usage:(1)Selection and adaptation of content: the number of subjects selected is higher in Grade 7 and Grade 8 than in Grade 9.The level of adaptation was higher for teachers with knowledge goals than for teachers with process goals,and the level of adaptation was higher in grade 9 than in grade 7 and grade 8.(2)Implementation of teaching strategies: students' subject status has been reflected to a certain extent.The subject status of seventh and eighth graders is higher than that of ninth graders.Teachers who prefer knowledge goals pay more attention to students' subject status.In seventh and eighth grade,more teachers organized their teaching by working in groups than in ninth grade,and fewer teachers were required to submit research reports.(3)The implementation of teaching objectives: the seventh and eighth grade teachers were more inclined to process goals,while the ninth grade teachers were more inclined to knowledge goals.Influencing factors: The research analyzes the factors from five levels: teachers,textbooks,students,internal and external environment of the school.The factors of teachers include the sense of identity,concerns,teaching experience and ability,etc.Textbook factors include too few topics,poor maneuverability and rough teaching guidance.Student factors include students' attitude,knowledge and ability,etc.The factors of school internal environment include tight teaching time,insufficient attention of the school and too little teacher training.The external environment of the school includes that the evaluation of the high school entrance examination is mainly based on the written examination,and the parents and the society take the student's achievement as the only evaluation standard.According to the usage situation and the influencing factors,we get the enlightenment from four levels of teachers' internal upgrading,optimizing the teaching material,improving the school environment and changing the evaluation concept of society and parents.