A Study On Variant Teaching Of Junior Geometry Based On The Perspective Of Core Literacy

In 2017,the “Standards for Senior High School Mathematics”,emphasis was placed on the training goal of improving students' comprehensive quality,focusing on developing core quality,promoting independent and all-round development,and strengthening communication and cooperation capabilities.Compulsory Education Mathematics Curriculum Standards(2011 Edition)has always encouraged students to understand and master basic mathematical knowledge and to experience and apply mathematical thoughts and methods in autonomous thinking,autonomous exploration and cooperative communication.The so-called variant teaching refers to the concrete process in which teachers guide junior high school students to go through the occurrence and development of knowledge from shallow to deep,experience the ideas and methods contained in mathematical knowledge,and then construct their own mathematical thinking.With the proposal of the six core qualities of mathematics,it has attracted extensive attention in the field of education.How do junior high school mathematics teachers carry out variant teaching from the perspective of core qualities,and how to cultivate students' core qualities of mathematics through variant teaching,so as to further improve students' ability in mathematics application and problem solving.From the perspective of core literacy,this paper combines geometry teaching and variant teaching in junior high school based on theoretical research and investigation,and explores different variant forms used in different teaching contents.This article mainly through the literature analysis and the questionnaire investigation,as well as the experimental inquiry method.The research content of the thesis mainly involves five parts: Firstly,the research background and research are discussed,and relevant research documents are summarized.By analyzing the concepts and relevant theories of core literacy and variant teaching,the core literacy of junior high school geometry involves symbol awareness,geometric intuition,spatial concept,reasoning ability,application awareness and innovation awareness.Secondly,through a questionnaire survey,the paper analyzes the specific situation of geometry variant teaching in junior high schools with core literacy,including teachers' cognition,application and influencing factors of geometry variant teaching from the perspective of core literacy,so as to fully understand the influence and effect of geometry variant teaching from the perspective of core literacy on teaching.According to the survey statistics,more than 90% of the teachers in the survey think that variant teaching is indispensable,but most teachers have deviation in understanding variant teaching,and the proportion of teachers who often use this teaching method is 43%.Generally speaking,most teachers approve of variant teaching,but their understanding is not deep enough and their popularity needs to be improved.Thirdly,through experimental research to prove the influence of geometry variant teaching in junior high school on students' academic performance,through comparative experiments and through comparison of results of periodic tests,it reflects that the average score of geometry in the classes of variant teaching is about5 points higher than that in the general classes.The T test shows that there are significant differences,indicating that core literacy variant teaching is helpful to improve students' academic performance.Finally,it points out the shortcomings of the current geometry variant teaching in junior high school from the perspective of core literacy,and puts forward corresponding suggestions for the application of variant teaching in junior high school geometry.For example,the variant must pay full attention to the connotation and extension of the concept;In the process of designing variant teaching,mathematics teachers should properly design some open variant teaching in order to cultivate junior high school students' creativity.Teachers need to strengthen guidance during the actual teaching period so as to realize the expected goal of variant teaching.During the variant teaching,mathematics teachers should try their best to infiltrate these important thoughts and methods,such as combination of numbers and shapes,classified discussion and transformation,so that junior high school students can master these thoughts and methods.Mathematics teachers should give junior high school students sufficient thinking and practice to promote full communication among students and express their own ideas and opinions freely.