Classroom Questioning Research Based On The Core Literacy Of Mathematics

In March 2014,in the "Opinions on Comprehensively Deepening Curriculum Reform and Implementing the Fundamental Tasks of Leadership People" issued by the Ministry of Education,it was clearly stated that Leadership people are the core of the development of socialist education with Chinese characteristics."The core literacy system for development and academic quality standards" are important links in the new curriculum reform.Curriculum is the main carrier to achieve national education goals,school education goals,and impart systematic cultural knowledge.It has a direct impact on the quality of talent training,so the cultivation of students' core literacy cannot be separated from the classroom.As an important part of classroom teaching,classroom questioning runs through the classroom teaching and plays a vital role in cultivating students' core literacy in mathematics.The related questionnaire is used to compile a questionnaire on the status of core literacy cultivation of senior high school students.Through the questionnaire survey,to understand the current status of frontline teachers' core literacy in mathematics and the penetration of core literacy in mathematics in classroom teaching.Based on previous research,a classroom observation questionnaire based on core literacy of mathematics disciplines was developed.Three observation dimensions of problem situation,problem type,and problem cognition level were determined in the six core literacy backgrounds.The content of "Cone Curves and Equations" is taken as an example.A large number of classroom records are selected.The classroom questions in the statistical cases are about the performance of the six core literacy of mathematics in three aspects: problem situation,problem type,and problem cognition level.Detailed analysis,further research on the current situation of classroom questioning by high school mathematics teachers,and tap the potential development of classroom questioning in the cultivation of core literacy.Combining the results of the questionnaire with the analysis of classroom questions:(1)At present,most frontline mathematics teachers in high schools are aware of the importance of core literacy in mathematics,but they cannot yet combine the core literacy of mathematics with classroom teaching.,Skilled infiltration into practical teaching;(2)Teachers train students in "mathematical abstract" and "visual imagination" literacy in classroom questions,and they can simultaneously cultivate core literacy in multiple mathematical disciplines in a single question.Fewer questions based on hypothetical or non-problematic situations;(4)more closed questions and less open questions in classroom questions;(5)questions about different cognitive levels,low-level(mechanical,memory)There are more problems at the middle level(understanding,reasoning),and fewer problems at the high level(creation,evaluation);(6)Among the questions of the level of memorization,it helps to cultivate students' "mathematical operation" literacy inthe classroom,and in the questioning of understanding reasoning level,it helps to train the students of "mathematical abstraction" At most,in creating questions of appraisal level,it helps to cultivate students' "logical reasoning" literacy.Based on the research results and research conclusions,the following teaching strategies are proposed:(1)deepening the internalization of understanding of core literacy and improving teachers' professional literacy;(2)presenting the content of knowledge in a real context to promote the transformation of learning styles;(3)improving The proportion of open question sets promotes the development of students 'thinking;(4)Reasonably sets questions of different cognitive levels to improve students' ability to analyze problems;(5)optimizes the design of classroom questioning and enhances the core literacy of students in mathematics.