1. The new curriculum reform needs to study the development and application of school-based textbooks for senior high school mathematics.

The Outline of Basic Education Curriculum Reform (Trial) promulgated by the state points out that "while implementing national and local courses, schools should appropriately develop or choose their own courses according to the specific situation of social and economic development, combined with the traditions and advantages of the school and the interests and needs of students. It shows that the implementation of the new curriculum must take school-based curriculum as the supplement and extension of national curriculum and local curriculum, make the curriculum closer to the reality of schools and students, and provide new educational content and methods for the development of students' personality. The new curriculum teaching in senior high school gives local and school proper autonomy in curriculum development. Schools should "set up comprehensive practical activities and courses arranged by local and schools", and also need to carry out school-based development and research of mathematics in senior high schools.

2. The flexibility of textbook processing needs to study the development and application of high school mathematics school-based textbooks.

Because the description of teaching objectives in curriculum standards is relatively abstract and the provisions of teaching contents are relatively general, teaching materials concretize these abstract and generalized things and become the medium of interaction among teachers, students and curriculum standards. The new curriculum reform has broken the pattern that the whole country has used a set of unified teaching materials for more than half a century. Since the first batch of new textbooks came out in 200 1, 68 publishing houses have participated in the compilation and publication of textbooks, and * * * published 175 sets of experimental textbooks for new courses in various disciplines for national distribution. Due to the diversity of teaching materials, different textbook writers have different understandings of curriculum standards. How to deal with teaching materials in teaching practice? What teaching contents should be expanded? How to grasp the teaching requirements and the difficulty of examples? Being a front-line teacher is a new puzzle. To solve these problems, teachers need to carefully interpret the curriculum standards, combine the actual situation of our students, organically integrate all versions of teaching materials in teaching content, teaching requirements and arrangement order, and develop school-based teaching materials suitable for our students.

3. Junior high school mathematics teaching is out of touch and needs school-based textbooks to make up for it.

The implementation of the new curriculum standards has greatly changed the content of junior high school textbooks, but most senior high school teachers have not been exposed to junior high school textbooks, so they don't know much about the content of junior high school textbooks. After the curriculum reform, the content depth of junior high school textbooks has been greatly reduced, and the knowledge often used in senior high school learning, such as cubic difference formula, Vieta's theorem, the distribution of images of quadratic function of one variable and roots of quadratic equation, and the relationship between solutions of quadratic inequality of one variable, need to be supplemented in the first stage of senior high school. With the implementation of the new curriculum and the diversification of teaching materials, the disconnection between junior and senior high school mathematics teaching is more serious, and freshmen in our school generally feel that senior high school mathematics is more difficult to learn than expected. A considerable number of students have entered the "difficult period" of mathematics learning, and their mathematics scores have declined seriously, which has shaken their confidence in learning mathematics well and even lost their interest in learning mathematics. So high school teachers must know what students have learned in junior high school. What they didn't learn in junior high school and what they need in senior high school should be supplemented in teaching. Some knowledge in junior high school needs to be mastered and applied flexibly in senior high school, so it needs to be deepened in teaching.

Second, the content of the study

1. Research on the connection between junior high school and senior high school mathematics: find out the reasons for the serious disconnection between junior high school and senior high school mathematics teaching in this area, and study the strategies to solve the problem of disconnection between junior high school and senior high school mathematics teaching;

2. Make the national textbooks school-based: In order to improve students' necessary mathematical literacy as future citizens and meet their personal development, what contents should Chinese students add to the existing textbooks? What kind of high school mathematics school-based textbook content is suitable for high school students of different ages to know, understand and master? How to organically integrate different versions of teaching materials and develop school-based teaching materials suitable for our students.

3. Operationalization of school-based development: research the operational strategy of school-based textbook development of mathematics subject group in our school; This paper studies the operation strategy of applying school-based mathematics textbooks in the teaching process of our school.

Third, the research ideas, methods and processes.

1. Basic idea of research

On the basis of studying the related theories of curriculum reform and school-based textbook development at home and abroad, we solicit opinions from students and peers, sincerely cooperate with mathematics teachers, conscientiously sum up the experience and lessons of school-based textbook development in the past, strive for the support and help of higher education authorities, and develop school-based textbooks with distinctive personality, sound personality and outstanding characteristics, so as to cultivate students and tap the educational resources of the school.

2. Research methods

Literature method: A large number of literature materials were collected in the early stage of the study, including the arrangement system, contents, implementation ways and methods of relevant teaching materials, and the successful practices and advanced experiences of other schools were widely absorbed and used for reference to guide the experimental research, so as to find shortcuts for the subject research.

Investigation: By means of questionnaire, interview and observation, we can understand, analyze and study the present situation and influencing factors of mathematics learning of senior high school students. Through questionnaires and other forms, students and teachers are investigated to obtain information and data about development and implementation, and on this basis, theoretical analysis is carried out to continuously improve the teaching materials.

Experience summary research: in the process of implementing teaching and compiling teaching materials, the experience, reflection and experience summary of teaching practice and compiling process during this period are exchanged regularly.

Action research method: the developers and curriculum practitioners of school-based textbook research cooperate with each other to diagnose the external and internal needs of the school and put forward preliminary ideas. On this basis, the overall planning and development plan of school-based mathematics textbooks are drawn up, and under the guidance of the overall planning and development plan, the school-based textbooks are compiled and tested to achieve the expected research purpose.

3. Research steps

This project started in July 2006 and ended in July 2009. It lasted for three years and was divided into three stages.

In the preparatory stage (July 2006-June 5438 +20061October), after I was hired as a special mathematics researcher in Guangzhou No.14 Middle School, I launched a publicity campaign in the mathematics discipline group, set up a research group, defined the members and division of labor of the research group, completed the formulation and application of the research plan, and collected relevant information through searching computers, consulting foreign textbooks and domestic textbooks, forming a. Through the analysis of the data, draft the "project implementation plan" and implementation plan, and demonstrate the plan.

In the research stage (165438+20061October-March 2008), the writing form and main contents were determined in 165438+20061October, and the research group compiled a sample of a unit according to the school-based textbook outline. From June, 5438 to February, 2006, the research group revised and improved the sample draft as required to form a formal sample draft. June 5438+October 2007 10, other contents were compiled according to the final version, and the first draft of the school-based textbook "Mathematical Development" was formed; From February to March, 2007, the first draft of the school-based textbook was submitted to the general research group of the school for review, and revised according to the opinions of the general research group, forming the second draft of the school-based textbook "Mathematical Development"; Then submit it to the general research group of the school for review, and modify it according to the opinions of the general research group to form the third draft of Mathematics Development. From April to July, 2007, the textbook was tried out in experimental schools, and the relevant information in the use process was recorded and sorted out in time to accumulate information for further revision of the textbook. From August, 2007 to March, 2008, the above process was repeated, and the third draft of the school-based textbook "General Review of Guangdong College Entrance Examination", "Special Review Book of Guangdong College Entrance Examination", the school-based textbook "Mathematical Olympiad Course for Senior High School" and "Junior High School Mathematics Linking Textbook" was formed.

Summarizing the promotion stage (April 2008-July 2009), the research group collected and sorted out the information of the research process; Materialize the results and complete the writing of relevant papers; Complete the research summary report and declare the conclusion; Popularize the research results of this subject; It laid a foundation for the further study of this subject.

Fourth, the results of the study.

1. The development of school-based curriculum promotes the development of teachers. In the development and application of school-based textbooks, teachers have more and more deeply realized the significance of "teaching with textbooks instead of teaching them". Teachers' concept of curriculum no longer stays at the level of "curriculum is textbook", and the concept of new curriculum has also been deepened. Curriculum development has become a platform for teachers and students to build learning together, and school-based curriculum practice is a benign interactive form between teachers and students.

2. Students' learning behavior has changed from "passive" to "active". The development and research of school-based textbooks in senior high schools have found the root cause of students' disjointed learning, created conditions to help students get through the "difficult period" of mathematics learning, and greatly improved their interest and enthusiasm in learning mathematics. School-based curriculum takes students as the main body, respects students' personality development, can provide students with more exploration experience and create space for display, enable students to learn to learn and create in practice, and cultivate students' innovative spirit and practical ability.

3. Form a school-based development system, accumulate experience in school-based development and application of mathematics, and get a certain theoretical understanding.

4. fruitful results. The teachers of the research group cooperated with each other in the research, and wrote a survey report on the current situation of mathematics learning of students in junior and senior high schools in Zengcheng, a paper on the convergence strategy of mathematics teaching in junior and senior high schools in Zengcheng, a research report on the operation strategy of the application of mathematics school-based textbooks in the teaching process, a school-based textbook on mathematics convergence for junior and senior high schools, a textbook on mathematics Olympic competition in senior high schools and mathematics development.

Verbs (short for verb) promote this theme.

1. Solve the problem of disjointed mathematics teaching in junior and senior high schools through the school-based textbook "Junior and Senior High School Mathematics Linking Textbook"

When investigating the mathematics learning situation of senior one students in our school, we know that about 29.92% students can adapt to mathematics learning in senior high school quickly, about 52. 12% students can adapt to mathematics learning in senior high school after about half a semester, and about 17.4% students think that senior one is coming to an end and still can't adapt to mathematics learning in senior high school, that is, 70%. In order to change this situation, our school arranged for two weeks to study the school-based textbooks of mathematics for junior and senior high schools after freshmen entered school, and gave students guidance in learning methods, learning psychology and knowledge. By supplementing and consolidating the weak knowledge of senior one students, students can successfully pass through the "difficult period" of mathematics learning. Students who have completed the School-based Textbook of Junior High School Mathematics Connection will be given one credit.

2. Flexible handling of textbooks through school-based textbooks.

How to deal with teaching materials in teaching practice? What teaching contents should be expanded? How to grasp the teaching requirements and the difficulty of examples? Being a front-line teacher is a new puzzle. Through the use of the school-based textbook "Mathematical Development", some problems have been solved for teachers.

3. Cultivate top students through school-based textbooks.

Cultivating top students in mathematics is an arduous and arduous task. Our school has made great achievements in strengthening competition counseling and cultivating top students by using the school-based textbook "Senior High School Mathematical Olympic Course". Many students won the second and third prizes in the national senior high school mathematics league and the first, second and third prizes in the province.

Sixth, thinking about the theme

Through the research of this topic, we have made gratifying achievements, which is also the result of the unity, cooperation and hard work of the members of the research group. In practice, we also feel the value of school-based development and research, which meets the needs of students' physical and mental development, provides a stage for students to show their abilities, solves practical problems in students' learning in time, cultivates students' interest in learning, cultivates students' innovative consciousness and practical ability, and also plays an important role in the teaching characteristics and development of the school.

All the activities studied in this topic are carried out in an orderly manner as planned, but there are also some problems:

1. theoretical level limit. The members of the research group have limited theoretical level and lack understanding of the new curriculum concept.

2. The influence of traditional mathematics teaching ideas on new curriculum ideas. Some members of the research group have been engaged in teaching for a long time and are accustomed to the traditional teaching methods, so it is difficult to change the teaching concept immediately; Lack of understanding of the development of school-based teaching materials.

3. The heavy teaching tasks and heavy workload have affected some teachers' enthusiasm for scientific research, and teachers' participation should be further expanded.

Main references

[1] Yan et al. Interpretation of Senior High School Mathematics Curriculum Standards (Experiment) [M]. Nanjing: Jiangsu Education Press, 2004.

[2] Zheng Yuxin. Reflections on the Reform of Mathematics Curriculum [J]. Reference of Mathematics Teaching in Middle Schools, 2006,8

[3] Editorial Board of School-based Curriculum Development. School-based curriculum development [M]. Beijing: China Light Industry Press, 2004.

[4] Zhong Qiquan editor. School-based curriculum theory [M]. Shanghai Education Press, 2000.