Guiding Case Design Based On The Core Literacy Of Mathematics In Senior High School

In order to improve the quality of education in our country and carry out the fundamental task of enhance morality and foster talents,the new curriculum standard in2017 puts forward the six core literacy of mathematics in senior high school,so more and more scholars begin to explore the core literacy of mathematics and how to cultivate students' core literacy of mathematics in senior high school.As a kind of localized teaching carrier which is in line with many advanced teaching ideas,the guiding case can give full play to its advantages and be used to cultivate students' core literacy of mathematics.This thesis combines the core literacy of mathematics in senior high school with the guiding case,and explores the design method of the guiding case to cultivate the core literacy of mathematics for senior high school students.Firstly,this thesis defines the concepts of “the Core Literacy of Mathematics” and“Guidance Case” by consulting relevant literature,and makes a certain understanding of its research status;Secondly,it investigates and analyzes the current situation of senior high school students and teachers using the guiding case and the cultivation of the core literacy of mathematics by questionnaires,so as to provide the basis for the design of guidance case in the later;Thirdly,according to the results of the questionnaire and comparing with the existing guiding cases,this thesis discusses the design flow,design strategies and precautions of each link of the guiding case based on the core literacy of mathematics in senior high school from the eight aspects of learning objectives,learning points,knowledge links,learning guidance,initiative preview,classroom exploration,exercises consolidation,summarizing the reflection;Finally,according to the concept learning,proposition learning and problem-solving learning,the paper designs and analyzes the three guidance cases,which are “Monotonicity of Function”,“Sum of the First N Terms of the Sequence” and “Usage of the Odevity of Function”.