The Practice Exploration Of The Mathematics Teaching Design Of High School Based On Mathematics Key Competence

With the exploration and research in five years,the key competence of mathematics has contributed to the development of national mathematics education,and its theoretical framework has been established.The basic concept of the Standards of Mathematics Curriculum for General Senior High School(2017 edition)is to developing the key competence of students' mathematics.A subject of mathematics teachers is to implementing the mathematics key competence in the process of education and teaching.The mathematics teaching design of high school based on the mathematics key competence has established a bridge for the implementation of mathematics key competence into teaching practice,and it is the first question to be considered in the development of students' mathematics key competence teaching.This paper mainly adopts three research methods.Firstly,the literature research method.Through the literature research method,the theoretical basis of this research is established.Carefully select relevant materials of key competence and mathematics key competence,explain the process of framework construction about key competence and mathematical key competence,and carry out practical research on the theoretical framework;Appropriately select theories,such as constructivism learning theory,Zone of Proximal Development,etc.;According to the results of literature research,and the teacher's understanding of mathematics teaching materials,from the teacher's understanding of teaching materials,grasping the three-dimensional goals,attaching importance to the design of process,emphasizing the end pointing,paying attention to reflective teaching design,etc.Elaborates on how to improve the mathematics teaching design of high school,and promote the implementation of the mathematics key competence.Secondly,interview survey method.Through interviews,we can understand the high school mathematics teachers' basic understanding of the implementation of mathematics key competence and understand the reality.Based on the conclusions of the interviews,this study provides a reference for the implementation of mathematics key competence into teaching.Thirdly,the case-assisted method.This method is mainly used for supporting materials.In the partof strategy and teachingl design analysis,combined with the mathematical characteristics,the teaching designs of “function of the equation and zero point of the root”,“the concept of even function”,“the concept of logarithm”,“simple linear programming”,“hyperbolic curve and its standard equation”,and “the application example of the function model” are examples to support the feasibility of the proposed strategies.In a word,based on the the theoretical framework,this study proposes the design strategies of high school mathematics teaching design,assists with specific teaching design cases,and promotes the effective implementation of mathematics key competence into teaching.Based on the mathematics key competence,the mathematics teaching design of high school is guided by the mathematics key competence,with knowledge as the carrier and mathematics thinking method as the way to promote the real implementation of the core literacy of mathematics,and the core literacy of students' mathematics can be developed.Mathematics teaching design of high school based on mathematics key competence,guided by mathematics key competence,theory,with the knowledge as carrier,the mathematical thinking method as a way to promote the implementation of mathematics key competence,students' mathematics key competence can be developed.