Research On Variable Teaching Of High School Mathematics From The Perspective Of Core Literacy

In order to achieve the goal of quality education,the new curriculum standard requires more specific requirements on the core quality of mathematics.However,the majority of front-line teachers have difficulties in the concrete implementation of core literacy training of mathematics,so they need to find effective ways to solve the problem.As a traditional teaching method in China,variable teaching is conducive to the implementation of quality education.How to effectively combine variable teaching with mathematics discipline core literacy training so as to give full play to the role of variable teaching and cultivate students’ literacy ability is the focus and innovation of this paper.This paper adopts the literature analysis method,investigation method,observation method and case analysis method.This paper mainly does the following aspects of work:1.Read theories and related literature about core literacy and variable teaching of mathematics,and sort them out as the research basis of this paper.2.Observe the mathematics classroom,conduct questionnaire survey on teachers and students and interview teachers,summarize the problems of high school mathematics classroom teaching and student learning through data analysis,and put forward five suggestions and three models of variable teaching of high school mathematics from the perspective of core literacy according to existing problems and literature research.3.The suggestions and models are applied to the actual classroom.The effectiveness of these suggestions and models is verified through the observation of the classroom situation and homework,and the conclusions are as follows:(1)From the perspective of core literacy,variable teaching can make students actively participate in class and enhance their sense of self-identity.The variable teaching from the perspective of core literacy is different from teacher-lecture-oriented teaching.It gives students enough space to think about problems through a series of interesting and close to life situation level variations.Students are more likely to take the initiative to participate in the class,in the process of learning mathematics to generate positive emotions,and improve their own value identity.(2)Variable teaching from the perspective of core literacy can solve students’ learning difficulties in different classes.In the concept class,students experience the process of concept generation,fully grasp the essential attributes of concept,and deeply understand the concept,so as to better apply the concept.In the course of proposition,students understand the nature of proposition,and have a deep understanding of the scope of application of proposition conclusion,extension and application of proposition.In the exercise class to improve the learning efficiency of students at the same time,greatly improve the ability and quality of students to solve problems.(3)Variable teaching from the perspective of core literacy can effectively cultivate students’ thinking,ability and core literacy of mathematics subject.From the perspective of core literacy,through the application of five suggestions and three modes,variable teaching can effectively cultivate students’ core literacy in mathematical abstraction,mathematical modeling,logical reasoning,mathematical operations and other aspects of mathematics,and effectively achieve people-oriented and students’ development.