A Case Study On Problem Design And Problem Transformation In Senior High School Mathematics Classroom Under The Guidance Of Core Literacy

With the gradual advancement of the new round of college entrance examination reform and the full implementation of the new curriculum standards and new teaching materials,new requirements are put forward for mathematics classroom teaching in senior high school.At present,education reform pays more and more attention to the cultivation of subject core literacy.To improve mathematics core literacy,we must start with the most basic classroom teaching.The new curriculum standards,new teaching materials and the new college entrance examination emphasize the need to strengthen the examination of students' key abilities and core literacy,which requires teachers to start from the mathematics classroom,give full play to the role of teachers' guides,take problems as the breakthrough point and starting point,closely follow the learning content,carefully design problems,and then dig deeply and make use of each problem and the core literacy cultivation factors behind it,In this way,students can gain many abilities and qualities.Each link of problem solving contains one or more forms of learning activities.Carefully design the activity form of each problem-solving,so that students can experience,generate and acquire relevant core qualities in a variety of learning activities.In fact,the process of cultivating students' core literacy is a process of "moistening things silently" with problems and activities as the carrier.Based on the above background,this paper mainly studies how to implement mathematics core literacy in classroom problem design.Firstly,through reading relevant literature,understand the research review of problem design in senior high school mathematics classroom at home and abroad,and summarize and sort out the research results of problem design.Secondly,it studies the concept definition of classroom problem design and the requirements of mathematics core literacy in mathematics curriculum standards in senior high school;Through the analysis and investigation of the current situation of problem design in senior high school mathematics classroom,combined with my four-year actual teaching experience,judge the implementation of mathematics core literacy in mathematics classroom.And analyze whether the core literacy can take root better in the classroom through problem design.Finally,it studies the strategies of core literacy leading to classroom problem design,and puts forward the methods and Countermeasures of problem design in mathematics classroom that can better implement the core literacy.On this basis,combined with the teaching experience accumulated in his four years of teaching practice,excavate the cultivation resources of core literacy from the designed problems,so that the mathematics class can also become an ideological and political class,so that students can stay in their hearts after leaving school and entering the society.They can be rigorous and meticulous in life and work,and have the ability of logical reasoning,which is also the design concept of problem literacy.This paper mainly studies through case study method,comparative study method and literature method.The main conclusion of this paper is that there are two ways to implement core literacy through problem design.They are way1: tap the cultivation resources of core literacy from the problems designed by teachers.Approach 2: tap the cultivation resources of core literacy from problem-solving activities.This paper mainly focuses on the high school mathematics classroom of Taiyuan No.56 middle school in Taiyuan,Shanxi Province.The school is an ordinary middle school.The conclusions drawn from the research are not necessarily suitable for students at all levels.Although the classroom samples selected in this study are limited,this study starts from the reality of teaching and uses real class examples as samples,so the results are of great reference value.