高中数学教师对教科书中探究内容的认同感与关注阶段实证研究

An Empirical Study of High School Mathematics Teachers' Attitude to Inquiry Content of Textbook:Their Receptivity and Concerns

高中数学教师对教科书中探究内容的认同感和关注阶段,分别指向教师使用探究内容的态度和心理变化,直接影响探究内容使用对学生学习能力、实践能力和创新能力的培养效果。本研究以人教社A版高中数学教科书为例,通过对一线教师调查数据的统计分析发现:72.4%的教师认同高中数学教科书中的探究内容;处于5个探究内容关注阶段(信息、个人化、管理、结果、合作)的教师比例分别为39.8%、77.3%、58.0%、73.3%、86.5%;管理阶段关注会抑制教师的探究内容使用意向,其他阶段关注则会促进教师对探究内容某些方面的认同。为此建议:加强探究内容编制与使用研究;加强探究内容使用的教师培训;减少探究内容使用的管理障碍;促进探究内容使用的教师交流。

Teachers＇ receptivity and concerns stage of inquiry content in mathematics textbooks can directly influence the effects of training students＇ learning ability using inquiry content, practical ability and creative ability. Teachers＇ receptivity refers to teacher＇s attitude to inquiry and concerns stage includes ＂information, personalization, management, result, cooperation＂ which refers to the teachers＇ mental change while using these inquiry contents. Use PEP A version high school mathematics textbook as example, based on the survey we find. 72.4% high school mathematics teachers＇ receptivity to inquiry content of textbook are high; The percentage of teachers of each concerns stage to inquiry content （information, personalization, management, result, cooperation）are 39.8%, 77.3%, 58.0%, 73. 3%, 86.5 %; Teachers with various receptivity vary in different concern stages except management. And we provide some advises： promoting theory research of inquiry content~ enhancing teachers＇ training for the ,use of inquiry content decreasing teachers＇ management obstacle to the use of inquiry content facilitating teachers＇ communication to the use of inquiry content.