An Analysis Of The Characteristics Of The Introduction Of High-quality Mathematics Class In Senior High School

At present,the reform of basic education curriculum has entered the era of core literacy,and the cultivation of core literacy for students calls for new teaching methods,namely,based on the real situation,emphasizing active learning and team interaction,teachers are no longer the sole imitators of knowledge,but the creators of learning environment and the Guide and promoter of learning process.As the first link of classroom teaching,classroom introduction should also adapt to the needs of curriculum reform,play its due role and function.However,the current situation of classroom instruction is not optimistic.First of all,due to a lot of classroom teaching content,tight time,heavy task,many classroom instruction will ignore the introduction or "guidance" rather than "into" phenomenon;Secondly,most of the relevant research on classroom introduction comes from teachers and researchers,mainly from experience summary,but lack of scientific and normative empirical research results.These personal empirical research results can provide us with rich and colorful perceptual materials,but it does not help us to grasp the systematic characteristics of classroom introduction from the rational level.Based on this,this research takes "one teacher one excellent course" as the research object,systematically,objectively and rationally explores the form characteristics,function characteristics and effect characteristics of the introduction of high school mathematics excellent course.First of all,with "classroom introduction observation table" as a research tool,through classroom observation,the classroom introduction of the form of an objective analysis of the characteristics.The results showed that the time of import was about 170 seconds The leading-in subject is "teacher-student co-leading";the leading-in material comes from the same proportion inside and outside the textbook;the presenting carrier of the leading-in material is concentrated;the leading-in situation is mainly "Mathematics Knowledge Situation";the leading-in method is mainly "teacher-student question and answer".Secondly,with the "classroom introduction evaluation form" as the research tool,through the classroom observation method,the classroom introduction function has carried on the research.The results show that the functional score of "attracting students’ attention" is above the middle level,and the functional score of "stimulating students’ interest and motivation" is above the middle level,and the functional score of "establishing connections between old and new knowledge and producing learning expectation" is above the middle level.Finally,through the case analysis method,the effect characteristics of classroom introduction are explored.It is found that: under different main lines,classroom introduction realizes the cultivation of students’ mathematics core literacy(different types),and under different main lines,classroom introduction realizes the construction of students’ mathematics subject knowledge.On the basis of the above research,this paper discusses the strategies of classroom instruction directed to students’ deep learning in the context of core literacy.