A Case Study Of Variant Mathematics Teaching In Senior High School From The Perspective Of Core Literacy

As we all know,variant teaching is the traditional teaching method of mathematics in middle schools in China.Through changing the non-essential characteristics of problems,we can find the essential characteristics of problems,draw conclusions and solve problems.In recent years,the six core qualities of high school mathematics have attracted great attention from domestic and foreign education experts and high school mathematics teachers.How can high school mathematics teachers effectively cultivate high school students' core math literacy through appropriate variant teaching? How to use the core literacy perspective of high school mathematics variant teaching to improve students' comprehensive applied research ability in mathematics,mathematical problem solving ability,especially the ability to solve practical problems related to it,and cultivate people who can better cope with the complex society in the future?This paper focuses on these two issues,using literature analysis,random stratified questionnaires for senior high school students,after-class interviews with senior high school mathematics teachers,case analysis of the class "Exponential Functions and Their Nature" in the People's Education Edition,and comparison of scores before and after class.This paper summarizes the relevant theoretical basis of previous studies,puts forward the basic form of "high school mathematics Variant Teaching from the perspective of core literacy".The questionnaire surveys the high school students' mathematics learning situation,interviews the high school mathematics teachers' mathematics teaching situation,and teachers' and students' views on the teaching mode of "high school mathematics Variant Teaching from the Perspective of core literacy",in order to provide teaching experiments.Guidance.Through the case analysis of the course "Exponential Function and Its Nature",this paper mainly focuses on the situation-level variants related to real life;the vertical variants of examples and exercises when concepts are consolidated;and the inquiry variants related to real life after class.The purpose is to analyze,test and verify the effect of Variant Teaching from the perspective of core literacy.In the process of high school mathematics teaching,let high school students experience the process of occurrence and expansion of high school mathematics knowledge,and realize the application value of high school mathematics knowledge in mathematics class.Mr.Xianjiang Yang once said,"Professors must cultivate the ability to live and know".Through the research,it is found that the high school mathematics variant teaching method from the perspective of core literacy can indeed cultivate students' core literacy of mathematics to a certain extent,improve teaching efficiency,feel that students are easy to learn,interested and motivated in the classroom atmosphere;after-school students can study,analyze and explore mathematical problems independently;unit tests can show that students' performance has improved.Students' mathematical abstraction ability,mathematical modeling ability,mathematical operation ability,high school mathematics knowledge application ability,problem solving ability and so on have been significantly improved.