Research And Practice On The Design Principles Of Mathematics Teaching For Senior One Under The Visual Threshold Of Mathematics Abstract Literacy

Mathematical abstract thinking is the starting point of the whole mathematical thought activity.The cultivation of high school students' mathematical abstract quality can not only positively promote the cultivation of other mathematical disciplines,but also help to carry out the basic task of student-oriented and moral education.So how can we integrate mathematical abstract literacy into teaching objectives,teaching methods and teaching contents? What principles of instructional design can be adopted for instructional design?Based on this,this paper takes the cultivation of mathematical abstract literacy as the breakthrough point,through reading a large number of relevant literature and theories,starting from the general principles of teaching design,combined with the characteristics of mathematical abstract literacy,constructs the principles of teaching design reflecting and integrating mathematical abstract literacy--autonomy principle,personalized principle,collaborative principle,On this basis,the teaching design of two different types of mathematics classes(concept teaching,proposition teaching)in the first stage of senior high school is carried out and used in practice.First of all,select the class whose mathematics Abstract literacy level and mathematics achievement are similar,carry on the practice of heterogeneous forms for the same subject.The experimental class adopts the teaching design principle of integrating mathematical abstract literacy to design teaching(Teaching Mode Based on flipped classroom framework),while the control class adopts the traditional teaching mode(organization of teaching-review of old lessons-explanation of new lessons-consolidation of new lessons-arranging homework).Secondly,taking "3.3 power function" as the test content,referring to the four dimensions and three levels of mathematical abstract literacy in "high school mathematics curriculum standard(2017Edition 2020 revision)",the experimental class and the control class were tested after teaching practice.At the same time,the interview outline was designed to interview teachers and students,and the empirical results were collected.Finally,with the help of statistical software for data analysis,the results show that: the experimental class in the pre-test and post test data analysis,whether it is the overall score of mathematical abstract literacy or the score of each dimension,there are significant differences,the score is significantly improved,while the control class in the pre-test and post test data in addition to the knowledge and skills dimension has significantly improved,the p value of other dimensions are greater than 0.05,there is no significant difference From the perspective of the proportion of each dimension level,the experimental class has a significant increase in the pre-test and post test,especially in the high-level part of level 2 and level 3,while the proportion of the control class in the pre-test and post test is basically unchanged.Therefore,the effectiveness of the teaching design principle of cultivating mathematical abstract literacy constructed in this paper has been verified,which can provide valuable reference for front-line teachers and related education scholars.