Research On The Practice Of Primary School Mathematics Teaching Reform Based On Mathematical Core Literacy

At present,the research of core literacy is in full swing.Experts and scholars are devoted to the research of its framework and connotation,and finally formed the core literacy of Chinese students’ core literacy in September 2016.Based on this framework,the research on core literacy of various disciplines has developed rapidly and has been fruitful.The purpose of core literacy is to cultivate people with comprehensive development,but the focus is on the theoretical level of "what kind of people to cultivate",and less on the practical level of "how to educate people".The development of students’ core literacy must be carried out in teaching.Some problems in teaching can also be solved by developing students’ core literacy.Therefore,the author tries to study the current situation of primary school teaching practice under the framework of core literacy and the core literacy of mathematics,to investigate the existing problems,to analyze the problems and to put forward the corresponding solutions.First,generalize the current situation of mathematics teaching reform based on mathematical core literacy in teaching cases.According to the framework of mathematics core literacy in "the definition of the concept of mathematical core literacy of Chinese students’ development and the way to develop Chinese students’ development of mathematics",Professor Kong Fanzhe found the problems in teaching according to teachers’ interviews,students and parents’ questionnaires,including the lack of depth in mathematical thinking,the lack of mathematical thinking,and mathematics.In the angle of critical ability,the mathematical abstraction is formalized,the reasoning ability is fixed,the mathematical modeling is modeled,the visual imagination is topping,the computing power is over-weighted,the data analysis is textbook,and the problems in the mathematical character and the development of the perfect personality.Analyze the causes of the problems and put forward the corresponding promotion strategies in three aspects:teachers,schools and parents.Thinking mode problem teachers’ suggestions andsuggestions:(1)clear purpose,strengthen depth;(2)based on teaching materials,return to reality;(3)in view of the characteristics of the development of thinking.Parents’ countermeasures and suggestions:(1)raise concerns and cultivate habits;(2)draw inferences and draw lessons from each other,make use of life;(3)know how to accompany and make use of life.School countermeasures and suggestions:(1)actively discuss and improve the level;(2)carry out activities,enrich the evaluation.The key ability problem teacher’s angle and countermeasure suggestion:(1)raise the level,pay attention to the ability;(2)define concept,deepen understanding;(3)learn to use,contact practice;(4)independent cooperation,three-dimensional goal,integrate through.The parents’ countermeasures and suggestions are as follows:(1)improve oneself and raise awareness;(2)understand concepts and enrich theories;(3)pay attention to ways and develop actively.School countermeasures and suggestions:(1)promote ideas and improve literacy;(2)start activities,cultivate ability;(3)improve the evaluation and promote development.The countermeasures and suggestions of teachers’ character and sound personality cultivation are as follows:(1)improve feelings and active atmosphere;(2)harmonious teachers and students,cultivate emotion;(3)use the opportunity to improve their character.Parents’ countermeasures and suggestions:(1)pay attention to emotion and cultivate interest;(2)raise awareness and promote development.The school’s countermeasures and suggestions are as follows:(1)timely feedback and proper evaluation;(2)cooperation between families and schools to improve their quality.We hope that we can promote the development of core literacy of mathematics and help students develop core literacy through practice.