The Design Research Of "Introduction Problem" Of Junior Middle School Mathematics Which Point To The Improvement Of Core Literacy

Core literacy is a hot topic in the field of education today.Effective classroom teaching is the key to achieving teaching goals.In classroom teaching,teachers have become the primary factor affecting the quality of teaching.This study focuses on the design of “ introduction problem ” in junior high school mathematics classroom,and discusses it based on Bloom‘s “problem-driven” theory and Fredenthal ' s “ mathematicalization ” and “ re-creation ” theory.From the usual mathematics lectures and some mathematics teaching videos watched on the Internet to find out the current problems of some teachers in the introduction part of the classroom(such as: lax content,monotonous way,improper grasp of time,inaccurate language expression,insufficient cohesion before and after knowledge,etc.),and find out that the main reasons are the incomplete knowledge structure of teachers,old teaching concepts,and single methodology,and so on.To this end,this paper discusses junior high school mathematics The characteristics of effective “introduction problem” in class should be: process,reality,sequence and novelty,and the three principles that should be followed in the design of “ introduction problem ” are expounded in detail:systematization,subjectivity and progressiveness.On this basis,combined with the unit of mathematics classroom teaching in junior high school,the “introduction problem” in some original textbooks has been redesigned and studied.It is found that by solving the “introduction problem”with these characteristics,we can improve the four major qualities of the six core qualities to a certain extent: mathematical modeling literacy,abstract generalization literacy,logical reasoning literacy,data analysis literacy.Research and practice have proved that in order to improve classroom efficiency,there must be targeted design import problems.Teachers should not only understand the context of the content and the status of the syllabus,but also the current learning situation and knowledge of the students,but also the learning objectives to be achieved in this lesson and in this chapter.Only in this way can we flexibly choose the import method,reasonably set the content of the problem,help guide students to integrate into the classroom as soon as possible,and mobilize the students‘ enthusiasm,base on the foundation,improve their ability,and help to cultivate students' core literacy of mathematics.