A Study Of Inquiry-based Teaching Strategies In High School Mathematics In The Context Of Core Literacy

Cultivating students’ core literacy has gradually become the main direction of curriculum reform in the 21 st century,which puts forward higher requirements for traditional teaching and requires targeted adjustments to the current traditional teaching methods.In 2019,the state issued the "Guiding Opinions of the General Office of the State Council on Promoting the Reform of General High School Education Methods in the New Era",which pointed out that classroom teaching should "actively explore context-based and problem-oriented interactive,heuristic,inquiry-based,experiential classroom teaching".Inquiry-based teaching is one of the various classroom teaching methods advocated,which not only meets the growth characteristics and needs of teenagers,but also exercises students’ innovative thinking and inquiry ability,and is an important way to cultivate the core literacy of mathematics.However,due to the long-term influence of the college entrance examination baton,the effect of inquiry-based teaching is not optimistic,and there is no more perfect teaching strategy for cultivating students’ core mathematical literacy in inquiry-based teaching,and the existing strategies are more focused on speculative description and lack of objectivity,and how to operate needs to be tested in practice.Based on this,the following research questions are proposed:(1)What is the current status of the implementation of inquiry-based teaching of mathematics in high schools under the background of core literacy?(2)How to adjust the inquiry-based teaching strategy of high school mathematics under the background of core literacy?(3)What is the effectiveness of the inquiry-based teaching strategy of high school mathematics in the context of the proposed core literacy?In response to question 1,a questionnaire and interview outline were designed to survey320 students and 127 teachers;In response to question 2,based on the conclusion of question1,combined with the relevant theories of core literacy and inquiry-based teaching,targeted improvement strategies were proposed.For question 3,set up a control experiment to test the effectiveness of the strategy.Under the background of core literacy,the effect of high school mathematics inquiry-based teaching is not satisfactory,and there are mainly the following problems: ideas and actions are disconnected,and the quality of teachers needs to be improved;Insufficient preparation for inquiry,and the cultivation of students’ core competencies needs to be improved;There are shortcomings in the arranged inquiry activities,and students have not developed good inquiry habits;The teaching method is relatively simple,and students lack scientific inquiry guidance;Exploration,evaluation and reflection are not in place,and comprehensiveness and scientificity need to be improved.(2)High school mathematics inquiry-based teaching improvement strategy under the background of core literacy: improve teachers’ own quality and achieve the concept of "knowledge and action";Select the content and situations of inquiry to guide students to actively explore;Optimize inquiry guidance to improve students’ inquiry ability;Arrange inquiry activities reasonably to cultivate students’ habits of inquiry;Improve reflective evaluation and optimize the quality of inquiry.(3)The improved strategy can not only improve students’ interest in mathematics learning and mathematical academic performance,but also improve students’ level of mathematical abstraction,mathematical modeling and intuitive imagination.