Research On Teaching Design Of High School Mathematics Concept Based On Discipline Core Literacy

With the development of society and economy,the training of talents emphasizes "core literacy",and cultivating the core literacy of students has become the main content of advancing education reform.In September 2016,China formally promulgated the "Chinese Students' Core Literacy",focusing on the core goal of "all-round development of people," and put forward essential qualities and key abilities that can meet the requirements of lifelong development and future society.Based on this,in 2018,high school curriculum standards for various disciplines were successively promulgated.For mathematics,the Standards for General High School Mathematics Curriculum(2017Edition)clearly proposes six core mathematical literacy.Therefore,how to implement the core literacy of mathematics has become the focus of mathematics classroom teaching research.As we all know,mathematical concepts are not only an important part of mathematical knowledge,but also the basis for learning other mathematical knowledge.Therefore,taking the core literacy of mathematics as the cultivation goal,researching the teaching design of mathematical concepts has important theoretical significance and practical value.This research mainly uses a combination of literature research method,case study method,questionnaire survey method,quantitative analysis method,case analysis method and other research methods to study the teaching design of high school mathematics concepts from the perspective of mathematical core literacy.In order to make mathematical core literacy in concepts Taking root in teaching and enhancing the operability of core mathematical literacy in concept teaching.This article will rely on the core literacy of mathematics as the theory,take the high school mathematics concept as the carrier,and use the mathematical concept teaching model and the high school concept teaching model based on the core literacy of mathematics.Based on the current status of research,a high school mathematics concept teaching design block diagram based on the core literacy of mathematics is constructed.In order to enhance the operability of the block diagram,the analysis framework of the high school mathematics teaching design based on the core literacy of mathematics is combined with the basic elements of instructional design.The research hopes something innovative.The specific research line is: analyze the high school mathematics concept teaching design case,explore the main problems existing in the high school mathematics concept teaching design case ? and conduct a questionnaire survey on the main problems in the case teaching design,and explore the high school mathematics The main crux of the idea of teaching design ?profound analysis summarizes the main issues put forward the concept of teaching high school mathematics to design effective countermeasures ?-based countermeasures to cultivate core Acomplishent were high school mathematics teaching concept design case analysis as the goal.First,based on the 93 teaching designs submitted by the 9th National Senior High School Young Mathematics Teachers in 2018,a case study of high school mathematics concept teaching design based on mathematical core literacy was found,and the following common problems existed: there was no Highlight the core literacy of mathematics;lack of the necessity for students to understand the concept of mathematics when introducing concepts;failed to allow students to fully experience the specific formation process of concept development when abstract concepts;failed to allow students to truly experience mathematical language when defining concepts The process of refining;failed to highlight the understanding of the essential attributes of the concept while strengthening the concept;failed to highlight the practical problems of life while ignoring the systematic construction of the concept when applying the concept.Secondly,combined with the common problems found in the design of high school mathematics concepts,a questionnaire survey was conducted among high school mathematics teachers on the core literacy of high school mathematics concepts,and a total of 280 valid questionnaires were collected,and the following conclusions were obtained: Most high school mathematics teachers have a mathematical subject The core literacy is not well understood;high school mathematics teachers pay little attention to the core literacy of the subject when formulating teaching goals;most high school mathematics teachers do not pay special attention to the necessity of introducing concept learning when introducing concepts,and find that the shorter the teaching age,the more It is easy to neglect the introduction of the need for learning concepts;In the process of abstract mathematical concepts,some high school mathematics teachers do not pay enough attention to the active participation of students;The concept definition method is the professional knowledge that high school mathematics teachers urgently need to develop,and most high school mathematics teachers It also failed to allow students to truly experience the process of abstracting and abstracting concepts in mathematicalized languages;High school mathematics teachers did not pay special attention to the connection with real life or other disciplines in the application of conceptual links;neglected to establish a systematic structure of concepts.Thirdly,according to the common problems found in the teaching design of high school mathematics concepts under the core literacy of mathematics,the following countermeasures are proposed in combination with the survey conclusions: Promote the learning and implementation of high school mathematics teachers' core literacy in mathematics;Objectives;attach importance to the introduction of mathematical concepts and highlight the necessity of concept learning;problems lead students to fully experience the process of concept development and improve mathematical abstract literacy;correctly use mathematical language to express concepts and improve students' mathematical expression ability;Strengthen the concept in a way that promotes students to grasp the essential attributes of the concept;tap the application of the concept in reality to develop students 'mathematical modeling literacy;use concept maps to build the concept system structure and develop students' creativity.Finally,based on the countermeasure research,the teaching design analysis of high school mathematics concepts with the core literacy of mathematics as the cultivation goal is analyzed.Taking the "monotonicity of functions" in the "Algebra" theme as an example,a case study of the implementation of high school mathematics concepts based on subject core literacy is conducted.Taking "probability and statistics" and "geometry" and "ellipse" as examples,the research is based on the core literacy of high school mathematics concepts.