Research On The Teaching Of High School Mathematics Classification Thinking Method From The Perspective Of Core Literacy

In order to implement the requirements of moral education and people-oriented,and make the talents trained in our country can promote the high-speed and high-quality development of economy and society,the Ministry of Education issued the “opinions of the Ministry of Education on Comprehensively Deeping Curriculum Reform and Implementing the Fundamental Task of Moral Education and People-oriented” in 2014,which proposed the development of students' core literacy system.Since then China's mathematics education began to focus on the core literacy as the guidance.To developing students' mathematical core literacy,mathematics educators began to explore and research,and propose some training strategies,but few people pay attention to the role of mathematical thought on the core literacy.Whereas classification and discussion is one of the most basic and important thought in senior middle school mathematics,which can simplify the research object,make the complicated problems organized,and cultivate students' stratified,logical,comprehensive and precise thinking.Understanding and mastering it can directly promote the development of the logical reasoning literacy.Based on the above statement,this paper attempts to put forward some teaching suggestions on the basis of the current level of senior middle school students' logical reasoning literacy,aiming at the problems existing in the process of classification and discussion,so as to improve their ability of classification and discussion,and then to realize the development of logical reasoning literacy.This paper consists of seven chapters.The first chapter is introduction,which mainly shows the background,problems,purpose,significance and methods of the research.The second chapter summarizes the existing research on mathematical literacy,mathematical core literacy and classification thought,and points out aspects that the existing study lacks.The third chapter discusses the basic theory of classification thought,including inducements,principles,steps,conclusion summary forms and theoretical basis of classification.The fourth chapter mainly investigates the current level of senior middle school students' logical reasoning literacy.We tested four classes of students in two senior middle schools in Shandong Province.Finally we took back the test papers to analyze the test score.We found that their current level is not high,and most of the students are in the lower middle level.The fifth chapter mainly investigates current situation of learning of senior middle school students' classification thought.We investigated the students who participate in the logical reasoning literacy test by test papers and questionnaire,and interviewed some students and teachers.Finally,we analyzed the survey results.The results show that there are consciousness problems,knowledge and skills problems and criterion problems in students' classification and discussion.The reasons for these problems include students' cognition,learning,non-intelligence factors,and teachers' cognition,teaching methods factors,and factors of teacher-student relationship.The sixth chapter is based on the current level of senior middle school students' logical reasoning literacy and the problems existing in the process of classification and discussion obtained from the fourth and fifth chapters,coming up with three teaching approaches and six teaching suggestions of the classification thought.The last chapter summarizes the research,points out some limitations in the research,and indicates several aspects of the follow-up studies.