Research On The Teaching Design Of "synthesis And Practice" In Junior High School Mathematics From The Perspective Of Core Literacy

In 2021,it was mentioned to strengthen the implementation of quality education and form a new working situation of comprehensively promoting quality education in the focus of China's Ministry of Education.The proposal of "Core Literacy" has powered the reform of quality education in China.As we all know,the focus of developing students' core competencies lies in cultivating students' core literacy of disciplines.As the initial mature period of students' mathematics core literacy,junior middle school shows unique advantages in cultivating students' core literacy of Mathematics discipline by the comprehensive and practical characteristics of “Synthesis and Practice” courses.Therefore,during the teaching of junior middle school mathematics “Synthesis and Practice” courses,it is quite significant to effectively cultivate students' mathematics core literacy.Using the literature research method and through sorting out and analyzing the relevant literature data,this paper finds that the new curriculum reform has attached increasingly higher importance to mathematics “Synthesis and Practice” and put forward stricter requirements.Therefore,the cultivation of mathematics core literacy has become a hot spot all over the world.However,there are still rare researches on its instructional design.Therefore,this study chooses the questionnaire survey method and formulates the corresponding questionnaire,aiming to learn the current teaching status of junior middle school mathematics "Synthesis and Practice" courses,and analyze and conclude the four influencing factors.The latter three influencing factors have been specifically discussed and solved in this paper:1.Teachers fail to fully understand the connotation and value of junior middle school mathematics “Synthesis & Practice” curriculum content and mathematics core literacy;2.Teachers do not know how to carry it out effectively for its difficulty in implementation;3.Insufficient relevant teaching resources are for teachers' reference and use,including cases,courseware and digital materials.The main results and conclusions of the research are:1.According to the three influencing factors,five fundamental principles of junior middle school Mathematics “Synthesis and Practice”teaching design from the perspective of core literacy are put forward by combing their connotations and values as well as their relationship,including overall coordination,continuous development,effective externalization,application practice as well as openness and innovation.2.Based on the mathematics teaching views of Freudenthal,the "learning by doing" education theory of Dewey,the mathematics teaching theory of middle school,and the activity teaching theory of Piaget,this paper puts forward the basic analysis strategies for teaching objectives,teaching content,and students' learning situation,in teaching design.3.The junior middle school Mathematics textbook of Beijing Normal University,which is highly and widely used and representative,was chosen for specific teaching cases according to three “Synthesis and practice”teaching contents.Effective teaching design can provide a strong guarantee for the smooth development of teaching.This study is conducive to improving the current situation of junior middle school mathematics "Synthesis and Practice" course teaching,and can effectively promote the cultivation of students' mathematics core literacy.It can further provide teaching design case reference for front-line junior middle school mathematics teachers in the teaching practice and truly combine the teaching of junior middle school mathematics "Synthesis and Practice" course content and the cultivation of students' mathematics core literacy.