Research On The Teaching Strategy Based On High School Teachers' Understanding Of Mathematics Core Literacy

It is a common phenomenon in middle school mathematics education in recent years that students in grade three have difficulty in learning quadratic function moving point problem.The quadratic function moving point problem in junior high school is the perfect combination of "number and algebra" and "figure and geometry".It is a kind of comprehensive and difficult question,and it is also a hot topic in the middle school examination proposition of various provinces and cities.It is usually presented in the form of the final question.The aim is to test students' ability to apply knowledge comprehensively and solve complex problems.With the diversified development of mathematics learning content,the scope of knowledge and ability involved is more and more extensive,and the difficulty is gradually increased.It is a challenge for middle school front-line math teachers,and it also brings great resistance to students' learning.Therefore,the study on learning difficulties of quadratic function moving point problems can not only help students to provide solutions to learning difficulties,but also promote the improvement of teachers' teaching quality.In this paper,the third grade students in A and B schools in Ganzhou City are taken as the main objects of investigation.Through the forms of test papers,questionnaires and interviews,this paper explores the learning difficulties of the third grade students in the quadratic function moving point problem.Under the guidance of the Solo classification theory and combined with Bao Jiansheng's comprehensive difficulty model,the test papers were compiled,which mainly included single point type,double point type and multi-point type.According to the moving objects of the points,they were further divided into point movement,line movement and shape movement,and the movement variation modes included translation,rotation and turning.The main types of errors in the problem of quadratic function moving point can be summarized as following: wrong drawing,wrong examination,wrong calculation,missing solution and non-standard answer.Through SOLO classification evaluation and analysis of students' test results,it is found that students' thinking level of quadratic function moving point problem is still at the low level of single structure and multiple structure.The low level of thinking is also one of the important reasons for learning difficulty of quadratic function moving point problem.The difficulties of learning quadratic function moving point problems mainly include :(1)no auxiliary line will be added;(2)can not do the quadratic function moving point problem of the change process diagram,the combination of numbers and shapes of poor ability;(3)It is difficult to penetrate the thinking method,and the knowledge learned can not be applied and the formulas and theorems can not be remembered;(4)Poor mathematical reading comprehension,careless examination of the subject and neglect of the restriction conditions;(5)Poor computing ability;(6)Poor mathematical symbol language expression ability.Aiming at the learning difficulties of students with quadratic function moving point problem,this paper analyzes the causes of students' learning difficulties from internal and external factors,and puts forward some reasonable and effective coping strategies and suggestions.As a mathematics teacher,we should set up a correct mathematics teaching view and try our best to use mathematics teaching software to help students understand the problem of quadratic function moving point.Students' parents should create a harmonious family atmosphere for their children;Students themselves should establish self-confidence,strengthen communication,solve some learning difficulties in time,improve the learning enthusiasm of quadratic function moving point problem.