Research On Teaching Design Of "Function" Review Unit In Junior Middle School Based On Mathematics Core Literacy

With the continuous development and progress of society,education and teaching also pay more attention to the cultivation of personal qualities and key abilities.In the "General High School Mathematics Curriculum Standards(2017 Edition)" issued in 2017,the six core qualities of mathematics were formally proposed,and the curriculum reform has entered the "literacy era".How to cultivate students’ core literacy has become a research focus,and the integrated unit teaching design has become a bridge to achieve the goal of literacy."Function" in junior middle school involves five core qualities of mathematics,namely intuitive imagination,mathematical abstraction,mathematical modeling,logical reasoning and mathematical operation,which are also the key and difficult points for students.Therefore,this study takes the "function" review content of junior middle school as an example to carry out unit teaching design based on mathematics core literacy,which not only conforms to the fundamental direction of today’s curriculum reform,but also provides reference for front-line mathematics teachers in practical teaching.This study focuses on the junior high school review lesson and studies the unit teaching design of "function" review lesson in junior high school guided by core literacy.Literature analysis,test,interview and case analysis are adopted in the research method.First of all,according to the requirements of mathematics curriculum standards for junior high school "function" content,combined with the examination of the "function" related content,determine the test content,to Xinjiang Production and construction Corps fourth division L middle school ninth grade students to test,and the students answer the situation of question by question analysis,The conclusion is discussed from two aspects of students’ mastery of functional knowledge and core accomplishment level.Through the test,it is found that the students have a good grasp of the concept of function,function graphics and properties,but lack the ability to solve practical problems and comprehensive problems,and fear difficulties.Most students pay too much attention to the memory of a single knowledge point,lack of induction of mathematical thinking and methods,and the overall level of mathematics core literacy is low.Secondly,through interviews,the current situation of unit teaching design based on mathematical core literacy was investigated for middle and junior high school mathematics teachers in L Middle School from two aspects of cognition and practice.The interview content was sorted out and summarized,and it was found that most of the teachers had a shallow understanding of core literacy and unit teaching design without sufficient theoretical basis.There are also problems and lack of practice on how to cultivate core literacy and how to conduct unit design.Based on the investigation status analysis,combined with the theoretical basis of constructivism theory,system theory and deep learning,case analysis is adopted.In the unit teaching design,guided by the core literacy of mathematics,first of all,"function" review as the unit content,analysis of the curriculum standard for junior high school "function" requirements,sorting out the teaching content of "function" in the textbook,on this basis,the overall planning of class hours,the "function" review unit is divided into "consolidate the foundation,Preliminary induction ","the number shape union,to grasp the method","comprehensive application,the ability to ascend","is focused on the examination,the topic group training" four subject class,and in making the overall goals of your unit,to join the quality target,and then combined with learning finish junior high school on the basis of the mathematical core literacy "function" review unit teaching design class teaching design,Finally,the evaluation system is constructed,including pre-school,post-school and performance evaluation.The complete unit teaching design process provided in this study can provide a reference for front-line mathematics teachers in the future unit teaching design,but also contribute to the teaching research of the corps grass-roots schools.