Research On The Teaching Design Of Basic Inequality In High School Based On The Core Literacy Of Mathematics

The development of students' mathematics core quality is the keynote of“General Senior High School Mathematics Curriculum Standard(2017edition)”(abbreviated as “Standard”).At the level of senior high school,the“Standard” defines the mathematics core quality as the thinking quality and ability characteristic of people who are math-literate,and adaptable to the needs of a life-long personal development and social development.How to develop mathematics core quality is not only a hot topic in educational research,but also a new teaching approach and the goal of more and more teachers.However,in teaching activities,due to factors such as the pressure of examination,the disconnection between theory and teaching practice,and differences in student assessment,it is difficult to carry out mathematics teaching activities based on mathematics core quality.Inequality-related content is central to high-school mathematics,and also an important basis for learning high school mathematics,especially for the first academic year in senior high school.This paper mainly studies how to design basic inequality teaching based on mathematical core literacy.Can the basic inequality teaching based on mathematics core literacy develop students' mathematics core literacy?This paper uses the questionnaire survey and pretest and post-test methods to analyze the data with SPSS 11.0 for windows.Understand the current situation of high school mathematics classroom teaching and student learning,and understand the core level of mathematics of students.Analyze and organize basic inequality related research and mathematics core literacy teaching design research,combined with teaching practice to design basic inequality teaching cases based on mathematical core literacy.Through the questionnaire and post-test volume to understand the teaching effect,interview teachers to collect suggestions.The study found that,first,students have a low understanding of the core literacy of mathematics;second,a few teachers will design teaching based on the core literacy of mathematics;third,teaching based on the core literacy of mathematics,situational creation enables students to experience the development process of mathematical knowledge;fourth,inquiry activities promote students' use of mathematical language communication,and cultivate students' ability to discover,propose and solve problems;fifth,Integration of knowledge and culture teachingenables students to appreciate the value of mathematics learning.Teachers should combine the cultivation of students' mathematics core quality with the teaching of knowledge,and lead students to gradually develop their mathematics core quality.Through the reaches process,the teachers could come to reflect on their own teaching,and tried to change the present situation of knowledge presentation and improve students' ability to solve problems.This paper presents the teaching plans on which the teaching practice was based,and summarizes the teaching strategies.Implications on future research and limitations of this study are also discussed.