A Case Study Of Junior Middle School Mathematics Teachers' Use Of Examples In "Quadratic Function" Textbook Of People's Education Edition

Textbook is an important carrier of mathematics teaching content,example is an important part of mathematics teaching material,"quadratic function" is an important content in junior middle school mathematics teaching.Therefore,the effect of "quadratic function" teaching largely depends on the teacher's use of "quadratic function" textbook examples.This paper mainly studies the following two questions :(1)what is the current situation of junior middle school mathematics teachers' use of "quadratic function" textbook examples in the human education edition?(2)What are the factors that influence junior middle school mathematics teachers' use of "quadratic function" textbook examples?Six mathematics teachers were selected as the investigation objects,case study method was adopted,classroom observation scale was designed according to existing research and experts' suggestions,and "quadratic function" teaching examples were observed.Combined with teachers' interviews,in-depth analysis was conducted on case teachers' use of "quadratic function" teaching examples.The current situation of the use of "quadratic function" textbook examples by junior middle school mathematics teachers is as follows :(1)teachers have a high degree of recognition of "quadratic function" textbook examples;(2)Teachers are more inclined to use "quadratic function" textbook examples in a supplementary way;(3)Different teachers have different characteristics of using "quadratic function" textbook examples;(4)Teachers often use "quadratic function" textbook examples for concept consolidation and problem solving demonstration;(5)Teachers are not good at using a variety of methods to solve the "quadratic function" textbook examples;(6)Teachers focus on the teaching of "quadratic function" knowledge,ignoring the infiltration of mathematical thinking methods.The main factors affecting teachers' use of "quadratic function" textbook examples are :(1)teachers' insufficient understanding of the function of "quadratic function" textbook examples;(2)Teachers have different views on the use of "quadratic function" textbook examples;(3)teachers' improper use of "quadratic function" textbook examples;(4)teachers' understanding of learning is not enough;(5)Teachers' mastery of mathematical thought and method is not good;(6)The influence of teachers' teaching age.Based on the conclusion of the survey,the following suggestions are put forward :(1)teachers should realize the value of "quadratic function" textbook examples;(2)Teachers should choose a reasonable way to use "quadratic function" textbook examples;(3)Teachers should be good at inspiring students to use a variety of methods to solve the "quadratic function" textbook examples;(4)Teachers should use "quadratic function" textbook examples according to students' learning situation;(5)Teachers should appropriately supplement some "quadratic function" examples with difficulty comparable to students' ability,so as to better achieve the teaching objectives.