Investigation And Research On Junior Middle School Mathematics Teachers' "Secondary Development Ability Of Teaching Materials" From The Perspective Of Learning Materials

With the practice of mathematics basic curriculum reform in China,students' dominant position is increasingly prominent.In turn,middle school mathematics teachers are required based on the student original cognitive structure and mathematics experience under the perspective of the world,combined with the actual education teaching scene,accorded to the curriculum standards and their own teaching experience.On the basis of the close connection between textbook knowledge and life knowledge,analysis,integration,restructuring,processing,and reflection of the teaching material content.To realize the teacher-led and student-independent teaching mode.The main research question is as follows: What is the secondary development ability of teaching materials of junior middle school mathematics teachers from the perspective of learning materials?Specifically,the questionnaire survey and the test of secondary development ability of teaching materials of junior middle school mathematics teachers were used to investigate the level of secondary development ability of teaching materials of 106 junior middle school mathematics teachers in Xinjiang based on the perspective of learning materials.By analyzing the test results,the following conclusions are drawn:(1)From the perspective of learning materials,junior middle school mathematics teachers have a good overall level of "secondary development ability of teaching materials".37.37% of the teachers are at level 1,that is,teachers can use their own curriculum theory and practical knowledge to correctly express the content of the textbook,but can only see the superficial connection between knowledge points;53.54% of teachers are at level 2,that is,teachers can design teaching content based on the existing knowledge points of a small number of students,but can only mobilize the active participation of a small number of students;9.09% of the teachers are at level 3,that is,teachers can find the deficiencies in teaching content design according to the actual teaching situation and simply adjust the teaching plan according to the problems,but they cannot realize their own limitations in thinking,ability,knowledge and other aspects.(2)The "analytical ability" of junior middle school mathematics teachers in "secondary development ability of teaching materials" is better,39.39% of the teachers are at level 3.That is,teachers can grasp the essence of knowledge and integrate teaching resources,and give flexible examples in combination with specific phenomena and real life.(3)The "generative ability" of junior middle school mathematics teachers in "secondary development ability of teaching materials" is average,and 27.27% of teachers are at level 3.That is,teachers can design the content of the teaching material based on the original knowledge structure of a few students,and mobilize the active participation of a few students,but they cannot re-create the content of the teaching material from a new and unique perspective.(4)The "adaptive ability" of junior middle school mathematics teachers in "secondary development ability of teaching materials" is poor,9.09% of teachers are at level 3.That is to say,teachers carry out the teaching content mechanically in accordance with the preset teaching content,and can not adjust the teaching content according to the actual teaching situation,modify their own thinking and design content.By analyzing the difference and correlation of teachers' "secondary development ability of teaching materials",the following conclusions are drawn:(1)There is a significant difference in "secondary development ability of teaching materials" among junior middle school mathematics teachers of different teaching ages,and the level of "secondary development ability of teaching materials" of teachers of 6-10 years of teaching age is better.(2)There is a positively correlation between the autonomous willingness of junior middle school mathematics teachers and their "ability of secondary development of teaching materials".The following suggestions are put forward:(1)Set up the correct "teaching material view" and achieve the optimization of teaching effect;(2)To establish the correct "student view" and realize the student-centered teaching mode;(3)To realize the teacher-led "teaching view" and promote the effective implementation of classroom teaching.