A Study On Situational Participation Of Seniorhigh School Students In Mathematicsclassroom From The Perspective Of "Threecapability"

The 21 st century is a "learning" era of talents.Education advocates a new concept of people-oriented and realizes the sustainable development of learners.Mathematics education pays more attention to the cultivation of students’ lifelong mathematics ability,realizing the ultimate goal of "three capability" in mathematics core accomplishment-observing the real world from the perspective of mathematics,thinking about the real world from the perspective of mathematics,thinking about the real world from the perspective of mathematics,and thinking about the real world from the perspective of mathematics language.Situational teaching,as an innovative teaching method to fill in the defects of traditional teaching,has always attracted the attention of educators with its unique teaching characteristics since its appearance.However,after the training requirements of mathematics core literacy are added,its teaching effect is not satisfactory.Under the background of such educational status quo,this paper integrates the "three capability" in core literacy with situational teaching,and studies the participation of high school students in mathematics classroom situations from the perspective of "three capability".This will be a new attempt to explore situational teaching in mathematics classroom under the goal of core literacy education.This article mainly uses the literature research method,the case analysis method.Firstly,the concept of situational participation is put forward according to the connection between core accomplishment and situation.Through the elaboration of the concepts related to "three capability" and situational participation,the relationship between "three capability" and situational participation is further analyzed,i.e.the "three capability" have guiding effect on situational participation and measuring effect on situational participation,and situational participation is just an important indicatorreflecting the ability of "three capability",which can be used as the data basis for the development of "three capability".Then,combining with the level division of mathematics core literacy,this paper makes a level division of high school students’ participation in mathematics classroom situations from the theoretical perspective of "three capability",and makes a detailed analysis of the selected cases according to the division level,so as to observe the current situation of high school students’ participation in mathematics classroom situations and observe the students’ mathematics literacy ability,and obtain that the current situation participation of high school students in mathematics classroom situation teaching is at a medium level,with an "olive" structure.Students can basically extract mathematical information from situations,grasp the general characteristics of situation problems,and reasonably and effectively solve relevant mathematical problems.However,there is still a gap compared with the "three capability" goal of cultivating mathematics core literacy.Teachers’ teaching ideas,teaching level,students’ initiative and personal ability still need to be improved.Finally,combining the requirements of mathematics core literacy and the current situation of high school students’ participation in mathematics classroom situations,this paper puts forward strategies to enhance students’ participation in mathematics classroom situations based on the "three capability" perspective,such as clarifying the importance of the "three capability",having novel teaching ideas,creating appropriate situations,establishing a complete classroom evaluation system,etc.,so as to realize the "three capability" ability of cultivating and developing high school students’ mathematics core literacy in classroom situation teaching and promote students’ all-round and sustainable development.