Research On The Teaching Of The Mathematics "Preliminary Knowledge" Of High School In The View Of The Core Accomplishment

"Preparedness knowledge" is the key to the connection of Mathematics Curriculum in Junior Middle School and Senior High School in the New Round of Curriculum Reform,Its main function is to help students to complete the transition of mathematics courses in junior and senior high schools,and to do a good job in the connection of mathematics courses in junior and senior high schools.At the same time,the new curriculum standard proposes to cultivate the core literacy of students in teaching,and core literacy will lead the reform of the new curriculum in China for a long time to come.It can be seen that how to cultivate students' core literacy in bridging teaching is also a problem that needs to be solved.On the basis of studying the Curriculum Standard of Mathematics in General Senior High School(2017 Edition),I researched "preparatory knowledge" by means of literature research,case analysis,questionnaire survey,interviewing method and Experiential Summary Method in order to improve the teaching status of preparatory knowledge.Firstly,through the interpretation of the curriculum standard,the content of "preparatory knowledge" is analyzed from three aspects: guiding ideology,knowledge structure and implementation suggestions.Secondly,through the investigation and analysis of the current situation of high school front-line teachers and students' learning "preparatory knowledge" by means of network questionnaire and interview,it is found that students have such problems as "no preview","understanding,not doing","single classroom teaching mode" and contradictions among teachers,textbooks and students.Based on the teaching requirements and theoretical guidance of "preparatory knowledge" from the perspective of core literacy,the researcher has come up with strategies for the use of textbooks and the implementation of teaching in "preparatory knowledge" teaching.Then,according to the above strategies,we designteaching cases for some courses of "Preparatory Knowledge",and finally draw a conclusion:1.When teaching "preparatory knowledge",teachers should consider the physical and mental development characteristics of students ' "habitual image thinking" and cultivate students' abstract thinking on the basis of "combination of numbers".At the same time,we must strengthen the implementation of the "pre-study" link before the class,emphasize the "example explanation" and difficult breakthrough of each part of knowledge,and help students solve the problem of "understanding and not doing".2.When teaching "preparatory knowledge",we should start from the training goal of curriculum standard and make mathematic problems situational,so that students can find,raise,analyze and solve problems in the situation,and realize that mathematic is ubiquitous.3.3.In the difficulty setting of "preparatory knowledge",we should lay equal stress on both depth and breadth,expand the breadth of knowledge and deepen the depth of content to meet the needs of different students.4.In the teaching process of "preparatory knowledge",teachers should take the development of students' core literacy as the orientation,flexibly select a variety of teaching modes,and let students be the main body of the classroom.