Teaching Research Of Pythagorean Theorem To Core Literacy

The new round of curriculum reform takes the cultivation of core literacy as the primary task of education and teaching,and mathematics,as an important basic discipline,plays a key role in the development of students' literacy.Junior high school stage is the third stage of compulsory education,which is a transitional stage.In the three-year teaching practice,the author learned that the current situation of core literacy teaching is not optimistic.Pythagorean theorem,as an important content of junior high school mathematics teaching materials,contains rich mathematical culture and thinking methods,and is a good material to cultivate students' necessary character and key ability in mathematics.However,whether the actual teaching of Pythagorean theorem can really implement the cultivation of core literacy and reach the corresponding literacy level is worth every educator to ponder.Based on the above background,this study adopts questionnaire survey and interview method to investigate the current situation of Pythagorean theorem teaching.Taking the students and teachers of a city school and a tuanchang school in our district as the research objects,this study carries out a questionnaire survey of Pythagorean theorem post-school test on the students,and uses the key ability literacy level index framework of Professor Yu Ping to test the literacy level of the three test questions in the questionnaire Through the analysis,it is found that the achievement of students' literacy level after learning Pythagorean theorem is not optimistic.In addition,through questionnaire survey and in-depth interviews with teachers,it is found that there is a large degree of deficiency in Teachers' understanding of the current curriculum reform trend,curriculum standards and knowledge system of Pythagorean theorem,which can not effectively penetrate the cultivation of core literacy in the teaching of Pythagorean theorem.Based on the needs of curriculum reform and the problems existing in the actual teaching,this study analyzes the Pythagorean theorem(excluding the inverse theorem of Pythagorean theorem)in the current four editions of textbooks(people's Education Edition,Beijing Normal University Edition,China Normal University Edition and Zhejiang Education Edition)from five dimensions: the structure of theorem arrangement,the way of theorem discovery,the description of theorem content,the method of theorem proof and the arrangement of historical materials Through careful comparative analysis,we can fully grasp the depth and breadth of the teaching content arrangement of Pythagorean theorem in various versions of textbooks,and tap the requirements of textbooks for the development of students' mathematical core literacy,so as to lay the foundation for the teaching design of Pythagorean theorem which points to the core literacy.In the actual teaching,in order to truly implement the Pythagorean theorem teaching of mathematics core literacy,we also need to pay attention to the evaluation of the teaching process.Mathematics learning needs to be based on deep understanding,in order to effectively transfer the knowledge to different situations,and then gradually reach the three levels of core literacy.Therefore,based on the results of the current situation survey and in-depth study of various versions of teaching materials,the author divides the teaching content of Pythagorean theorem into four class hours,takes the six dimensions of Wilkins' understanding learning as the evaluation tool,takes the specific problem situation as the evaluation carrier,and takes Yu Ping's three-level level of key ability as the evaluation index to construct the teaching model "Teaching learning evaluation" integrated model,complete the teaching design of Pythagorean theorem for the purpose of core literacy evaluation,give play to the educational value of Pythagorean theorem,and promote the achievement of students' core literacy.