Research On Teaching Strategy Of High School Mathematics Concept Based On Core Literacy

As the starting point and ending point of High School Mathematics Teaching,concept teaching has become the key for students to learn mathematics knowledge well.Mathematics concept is the necessary premise of learning mathematics basic knowledge,is the core of mathematics teaching,is also the important foundation stone of students learning all kinds of mathematics theorem and proposition.Since the reform of the new college entrance examination in Shandong Province in 2017,people have paid more attention to the cultivation of students’ mathematics core literacy in concept teaching.Therefore,under the guidance of the core literacy,combining with its own teaching practice,the theoretical and practical research on the High School Mathematics Concept Teaching Strategy will be of great significance to the High School Mathematics Concept Teaching today.In this paper,literature research method,investigation method,case analysis method and practice method are used to study the teaching strategy of mathematics concepts in high school under the background of core literacy,this paper investigates the present situation of Mathematics Concept Teaching in senior high school by designing a questionnaire and an interview outline,in order to find out the problems existing in teachers and students in the current concept teaching,and put forward some strategies of mathematics concept teaching in senior high school,thus for the current high school mathematics teachers in the actual concept of teaching infiltration of core literacy to provide a theoretical basis and practical reference.The paper is divided into six chapters.The main contents are as follows:The first chapter is the introduction,mainly elaborates the background,the goal and the significance,the content and the method which this paper proposed,has studied the domestic and foreign related documents and so on core literacy,mathematics core literacy,High School Mathematics Concept Teaching,and put forward the research train of thought and frame of the paper.The second chapter is an overview of related concepts,it includes the definition of core literacy,Mathematics Core Literacy,mathematics concept,mathematics concept in high school and mathematics concept teaching in high school,and the theoretical basis of mathematics curriculum standard in high school,constructivism learning theory,Bruner’s discovery learning theory and Ausubel’s meaningful learning theory.The third chapter is a survey of the status quo of mathematics concept teaching in senior high schools,including a questionnaire survey of students and interviews with teachers.Through the investigation and research to obtain the data,carry on the statistical analysis to the data and finally conclude the present situation and the existing problems of the teaching and learning of the teachers and students in the current mathematics concept teaching in the high school,it mainly involves the students’ low enthusiasm,the incomplete understanding of concept,the lack of guidance of concept learning method,the teachers’ attention to the connotation of concept,the neglect of the cultivation of students’ ability,the singleness of teaching method and the insufficiency of core accomplishment.The Fourth Chapter is the construction of High School Mathematics Concept Teaching Strategy under the background of core literacy,aiming at the problems existing in high school mathematics concept teaching at present,it puts forward six strategies of High School Mathematics Concept Teaching,that is,the accurate study curriculum standard,in-depth mining of teaching materials;rational formulation of goals,clear core literacy;smart introduction of concepts,pay attention to the formation of concepts;in-depth analysis of concepts,continued in-depth concept;integration of Information Technology,adhere to multi-teaching;improve the six major literacy,the implementation of core literacy.The fifth chapter is the strategy-based high school mathematics concept teaching design,through the design of three concrete teaching cases to carry on the strategy application,in order to enrich the related research of the concept teaching,it provides a practical reference for the front-line teaching of mathematics concept class in senior high school.The sixth chapter is the conclusion and prospect,through the summary of this study,pointing out the shortcomings of this study and looking forward to the future research.