Research On The Teaching Design Of The Mathematical Sequence Of Senior Middle School Under The Core Literacy

With the development of the society,the education world keeps innovating,and the theory of developing students' core literacy gradually occupies the leading position in education.This is an important manifestation of the party's policy,a refinement of the requirements for "enhance morality,foster talents " and a specific direction for curriculum reform.The Ministry of Education pointed out that we must pay close attention to the specific requirements and practical implementation of the core literacy system for students,and clarify the necessary characters and key abilities that students should have for lifelong and social development.After consulting the major databases,we can find that there are endless theoretical achievements about core literacy,but lack of in-depth research on how to implement them in practical teaching,so the education community has gradually shifted its focus to how to promote the implementation of core literacy in mathematics classrooms.However,many teaching shortcomings,such as obsolete teaching concepts and single teaching methods,hinder the organic combination of core literacy and mathematics classrooms.This article is based on this background.Instructional design is the "blueprint" for teaching,the first bridge between core literacy theory and teaching practice,and an important prerequisite for meeting curriculum standards.Therefore,the scientificity and rationality of teaching design will directly determine the quality of teaching and the development of students.Due to the impact of the background of exam-oriented education,teachers pay more attention to performance and adopt more sea-based tactics.They have not fully understood the role of instructional design and writing,and have not really penetrated the current requirements of morality in instructional design.Can not really develop the core literacy of students.This paper chooses the sequence of knowledge as the specific research carrier.The sequence is the meeting point of high school mathematics knowledge and the focus of the college entrance examination.Its knowledge structure has profound logic,contains richmathematical ideas,and has broad connotations for cultivating core literacy.However,in the actual classroom,the series of teaching has little effect on the students in the development of mathematical thinking and ability,and it has not exerted the effect of the series of knowledge on the implementation of core literacy.Therefore,through the exploration of a series of instructional design,this article gives instructional design strategies to guide the concrete implementation of core literacy.This article uses the literature review method,case study method,questionnaire survey method and interview method to understand the current situation of high school sequence teaching,and explores the existing problems in the existing series of teaching design from the perspective of teachers and students,in order to optimize the high school sequence teaching.By analyzing and researching the survey results to optimize the series of teaching design,the following four teaching strategies are given: strategies for teaching goals and important and difficult points,strategies for teaching process arrangement(situation creation,student activities,problem setting),and mathematical cultural content Based on the characteristics of each strategy,an infiltration strategy,a series of strategies that highlight the essence of the sequence,and an optimized teaching design or teaching fragment are given.After optimizing the instructional design,combined with the given optimization strategies,a complete instructional design based on core literacy is given: the teaching of sequence concepts-"Sequence" and the teaching of formulas-"The first n sums of equal difference sequences".Under the guidance of core literacy,this case puts forward new ideas for the teaching design of the series.It gives specific analysis of the design of each part,highlighting the transformation of core literacy from theory to practice,and to a certain extent promotes the depth of students and teachers.Exchanges have increased student participation and interest in class,can better stimulate students 'ability to learn independently and explore,and promote students' learning and the cultivation of core literacy.