The Dilemma And Strategy Of The Implementation Of New High School Mathematics Textbooks In Guizhou Province ——Taking Qiannan Prefecture As An Example

In the autumn semester of 2021,Guizhou Province began to use the new mathematics textbook(Renjiao A version),in order to understand the current situation of the implementation of new mathematics textbooks in Qiannan Prefecture,Guizhou Province,this article mainly investigates the high school mathematics teachers and students of several schools at different levels in Guizhou Qiannan Buyi and Miao Autonomous Prefecture(hereinafter referred to as "Qiannan Prefecture"),deeply analyzes the dilemmas and causes of the current situation,combines the new curriculum concept,proposes the strategy of implementing the new mathematics textbook,and provides directions and cases for the dilemma and strategy of the implementation of the reform of the new mathematics textbook in high schools in our province.This article mainly uses the literature method,questionnaire method,interview method and observation method.First of all,through the literature to learn the theory and research situation of the textbook,extract effective information to guide the implementation of the new textbook of high school mathematics;Secondly,through the questionnaire survey method,we can roughly understand the implementation status of new textbooks in high schools in Qiannan Prefecture;At the same time,according to the interview outline,communicate with several high school mathematics team leaders to understand their feelings and confusion about the use of new textbooks;Again,based on classroom observations,understand the specific situation of frontline teachers using the new teaching materials;Finally,the results of all survey status are summarized.According to the current situation of the survey,the overall situation and specific situation of the implementation of the new textbooks in Qiannan Prefecture were sorted out.The overall situation is mainly: this chapter mainly summarizes the implementation status from the data results obtained from questionnaires,interview questionnaires,classroom observations and record notes,and summarizes the implementation status into three aspects.1)In terms of the concept of new teaching materials:(1)the implementation of online training is not enough to achieve the training effect;(2)The teacher's interpretation of the curriculum standard is not in-depth enough,and the curriculum concept is not clear;(3)The content of the teaching materials is reasonably arranged,and the teachers are relatively satisfied with the arrangement of the teaching materials.2)The practical aspects of teaching:(1)there are many teaching materials and activities,and the teaching time is not enough;(2)The teaching style of teachers and the learning style of students have not actually changed much;(3)It is difficult to grasp the application of information technology,and it is difficult to achieve the deep integration of information technology and mathematics curriculum;(4)The school continues to carry out teaching and research activities of the new curriculum to improve the theoretical knowledge level of the new curriculum for teachers.3)Specific use of teaching materials:(1)Teachers and students do not pay attention to the use of "chapter" introductions;(2)Teachers flexibly use the graphics and texts of teaching materials to design classrooms,and the pictures and texts of teaching materials improve students' interest in learning;(3)Teachers and students are satisfied with the difficulty and number of examples and exercises;(4)Teachers and students do not use the new reading sections such as chapter end and summary,inquiry and discovery,reading part and mathematical modeling;(5)Teachers are confused about carrying out mathematical modeling activities.According to the survey results,the main dilemmas in the implementation of new teaching materials are:(1)the practicality of teacher teaching materials training is not strong;(2)The teacher's familiarity with the subject matter is not enough;(3)It is difficult to change the teaching style of teachers;(4)The learning style of students is still single;(5)Insufficient teaching schedule for teachers;(6)Neglecting students' ability to read mathematically;(7)Can not grasp the role of information technology;(8)Teachers are confused about mathematical modeling activities.Combined with the new curriculum concept of high school mathematics,the corresponding strategies are proposed as follows:(1)strengthen training exchanges and improve the understanding of curriculum reform;(2)Study the curriculum standards and learn the concept of curriculum reform;(3)Change the teaching method and adapt to the development of curriculum reform;(4)Grasp time management and improve the efficiency of curriculum reform;(5)Cultivate reading ability and improve the quality of curriculum reform;(6)Improve information technology capabilities and promote the development of curriculum reform.(7)Carry out mathematical modeling activities according to the requirements of the curriculum standard.