试析影响教师使用教科书水平的因素--基于15位小学数学教师的调查

摘要

In the sample school, we surveyed 15 primary mathematics teachers’ textbook use levels and their influential factors. We found that, the factor of teacher himself/herself is the major factor, teacher’s textbook view dominates his/her textbook research consciousness, certain school teaching years and textbook-use experience are necessary conditions, accurate judgment on students’ reality and high-level disciplinary quality are the premise of creative use of textbooks. Besides, perfect teacher assessment mechanism and teaching-research system are the power for teachers to advance their textbook-use levels, abundant curriculum and teaching resources and publisher’s high quality textbook-use training are the important guarantee for teachers to raise their textbook-use levels.%基于对15位小学数学教师使用教科书水平影响因素的调查发现，教师自身是主要因素，教材观支配着教师的教科书研究意识，一定的教龄和教科书执教经验是必要条件，教师对“学生现实”的准确判断以及高水平的学科素养是创造性使用教科书的前提。完善的教师考核机制与教研体制是教师提高教科书使用水平的动力，丰富的配套课程教学资源以及出版单位高质量的教材培训则是教师提高教科书使用水平的重要保障。