Investigation And Research On The Current Status Of Problem Situation Setting And Use Of The People's Education Press B Version Of High School Mathematics Textbook

With the advent of the era of informatization and big data,the comprehensive development of students’ core literacy has become one of the important goals of education and teaching,and the creation of problem situations is inextricably linked with the cultivation of core literacy in mathematics.As the main carrier of knowledge content,mathematics textbooks are an important factor in effectively promoting the reform of mathematics curriculum,among which the characteristics of problem situations and teachers’ grasp of problem situations have an important guiding role in students’ character formation and ability development.Therefore,it is of great significance to study the setting and use of problem situations in teaching materials to effectively improve the quality of teaching and strengthen teachers’ grasp of teaching materials.This study takes the B version of the high school mathematics textbook as an example to explore the two main problems of problem setting characteristics and teachers’ use status.The specific research process is divided into the following three aspects: firstly,combined with the combing of literature,the core concepts of this research are clarified,and the situational materials of the compulsory high school mathematics textbook of People’s Teaching B are statistically analyzed from the aspects of situation type,presentation location,presentation form,application mode,content area,etc.,so as to understand the characteristics of the context setting and writing intention of the textbook;Secondly,combined with teacher interviews and student questionnaires,we can further understand the views and use of teachers and students on the context setting of teaching materials.Finally,suggestions are made on the optimal setting of problem situations from the perspective of textbook writing and teacher teaching.Through text analysis,interviews,questionnaires and other research methods,the research conclusions are as follows: the situation types of the B version of the high school mathematics textbook are relatively rich,the situation display forms are diverse,and the overall situation setting is in line with the development of students’ general rules and experience,which is conducive to the cultivation of students’ core literacy in mathematics.Teachers believe that the context of teaching materials has a positive effect on teachers’ teaching and students’ learning,and teachers can effectively design and screen teaching material situations according to the characteristics of students’ cognitive structure and teaching content in actual teaching,among which whether the situation is in line with the actual life of students,whether it meets the cognitive level of students and the complexity of the situation are all important factors affecting the context of teachers’ use of teaching materials.Students generally believe that the situations in the textbook are helpful for their own learning,and students pay more attention to the situations in personal life and technology applications.In view of the above conclusions,this study puts forward the following suggestions: first,to strengthen teachers’ understanding of textbooks,second,to improve students’ reading of textbooks,and third,to strengthen the training of teachers to master textbooks.