A Case Study On The Integration Of "three Educations" And "commoner Culture Scenes" To Cultivate High School Students' Core Literacy In Mathematics

With the advancement of curriculum reform,situational teaching has become one of the most popular teaching methods,and the integration of ethnic culture and mathematics teaching has become a research hotspot.Qianxinan Prefecture,Guizhou Province,is an ethnic minority settlement dominated by Buyi people.Students are relatively backward in mathematics learning,lack interest,and have poor application skills,and they cannot express mathematics correctly.So how to enhance students' interest in learning mathematics and cultivate their core literacy in mathematics? One way is to let him learn mathematics in familiar life and culture.Many teachers in the current mathematics classroom only pay attention to the transmission of knowledge,but do not pay attention to whether students think or express correctly.Professor Lu Chuanhan's "Three Religions" emphasize the formation process of knowledge.Let students think about and understand knowledge,and express the formation process and results of knowledge in language,which has a positive meaning for cultivating students' innovative thinking and practical ability.This article takes first-year students and math teachers of Xingyi No.3 Middle School as the research object.First,it starts from two cases where Buyi cultural context and math classroom teaching are integrated,and analyzes how the teacher is to analyze the positional relationship between the straight line and the circle in the "Buyi God Drum" through cases.Extracting Buyi culture to create mathematical situational problems,how to induce students to think deeply,experience mathematical knowledge and correct expression,cultivate and enhance students' interest in mathematics,and enhance students' core literacy in mathematics.The integration of Buyi culture and mathematics teaching brings students a good classroom experience,which inspires teachers to further explore the enthusiasm of mathematical knowledge contained in Buyi culture.Analyzing the problems in teaching will help teachers improve the deep integration of Buyi culture and mathematics classrooms,and enhance the effectiveness of Buyi culturein mathematics classrooms.Teachers can trigger students to think deeply by creating various situational problems related to them,which not only enhances students' enthusiasm and interest in learning,but also cultivates students' mathematical thinking ability.Starting from the actual living environment,students actively express their own thoughts and learning gains,which has changed the rigid methods of traditional classrooms and truly implemented the concepts of teaching students to think,teach students to experience,and teach students to express.Secondly,it also proposes a strategy based on situational teaching methods to improve students' core literacy in mathematics.This strategy first requires teachers to improve their own reading and writing abilities,and then impart this ability to students imperceptibly.Teachers should master the situational teaching methods to provide theoretical support for situational teaching,so that students can find and solve mathematics-related problems in the teaching situation,so as to master mathematical knowledge.Create different situations in the actual classroom,such as creating real situations,creating guessing situations,creating problem situations,creating situations using multimedia technology,creating situations with mathematics culture,creating situations for practical activities to develop the core of students' improvement in mathematics Literacy.