Research On The Current Situation And Cultivation Of Senior High School Students' Problem Consciousness Based On Mathematics Core Literacy

In order to cultivate innovative talents and carry out the task of "cultivating moral quality",the concept of "subject core quality" is put forward in the new curriculum reform in our country,clearly define the six core literacy of High School Mathematics: Mathematical Abstraction,mathematical operation,visual imagination,logical reasoning,data analysis,mathematical modeling,and establish the teaching objectives of core literacy.On the other hand,active learning can really gain knowledge,stimulate students' learning enthusiasm,realize innovation and application,the curriculum reform is for students' development,and change passive learning into active learning,if students can learn actively,knowing how to learn on your own will benefit you for life.The sign of active learning is to be able to ask questions,analyze problems,and solve problems.That is,students have a sense of problem,and the cultivation of the sense of problem has always been paid much attention to.In ordinary teaching,the top students in mathematics are compared with other students,strong problem-posing and problem-solving ability,which reflects a strong sense of the problem.Therefore,the author studies the students' problem consciousness in the light of mathematics core literacy,and formulates the concrete training strategy aiming at the core literacy.First of all,qualitative research,the author first summarizes the research on mathematics core literacy and problem consciousness at home and abroad,defines the related concepts,introduces the theoretical basis,and then according to the connotation of six core literacy in high school mathematics,from the three dimensions of problem-posing,problem-analyzing and problem-solving,the connotation of problem-consciousness in the six core literacy is tentatively drawn up,and a detailed list is made.Then quantitative research,according to the psychological problem consciousness is spontaneous,without any intervention,using high school students to learn the background of high school mathematics knowledge,self-problem,self-problem-solving,the results showed that the students' overall problem awareness was not high,and the students' problem awareness was not high.In the aspect of intuitive imagination in problem-posing,problem-posing awareness is relatively high,and the consolidation of knowledge and understanding has an effect on problem-posing awareness,it is directly related to the fixed formula of data problem and shows the characteristics of incomplete and uncertain analysis.In general,only 34% can propose original questions and adapt questions,have a good sense of asking questions,35% can complete answer,have a good sense of solving problems,31% can complete correct,have a good sense of analyzing problems,the average value is33.3%.According to the detailed list,the self-evaluation scale of senior high school students' problem consciousness was developed.The higher the level of evaluation,the stronger the problem consciousness.The result showed that the whole problem consciousness was in the second level,it is necessary for us to guide students to improve their learning methods and to cultivate their problem consciousness,because the reasons of their low problem consciousness are embodied in their usual learning habits and learning styles.Comprehensive survey results,combined with detailed list,mainly from the study habits to raise the awareness of the strategy,there are the following points:(1)students in the textbook or practice on a timely note on a knowledge,a question of their doubts,ideas,then discuss with the students or ask the teacher;(2)in the exercise class,according to the detailed list of the corresponding core literacy content of the problem awareness,teachers mobilize the students' problem awareness,encourage students to think,solve;(3)when students come to us with questions that they don't know,use their own ideas to guide them in the form of a series of questions until the students have given their own answers.(4)let students correct each other in the process of solving big questions,(5)the teacher can timely give out some knowledge transfer questions,train the student to solve the problem consciousness,improve the ability.The author also tried to carry out three-month training experiment in the first year of high school: From pre-class preview to class and then to how to realize the cultivation of problem consciousness after class,summing up the gains and shortcomings.