Case Study And Teaching Practice Guided By Core Mathematical Literac

In junior middle school mathematics curriculum,figure and geometry is an important point to train students’ mathematical thinking.However,in the actual learning process,students have the strongest interest at the beginning,but with the deepening of logical inference,the polarization is serious.The reason is that the core literacy of mathematics has not been improved in the process of learning.Of course,it has something to do with the way teachers teach.In order to solve this problem,this study takes the section "Properties of parallel lines" as the entry point and studies teaching method under the guidance of the core literacy of mathematics.The main research methods used in this study are lesson study and teaching practice.First of all,through the comparative analysis of the famous teachers’ lessons,find out the advantages and common points of the famous teachers’ lessons,on this basis,find the possible ways of the development of mathematics core literacy,and then put forward the research hypothesis of this paper,namely: students’ main activities are diverse,math experiments are abundant,the teaching situation is close to the reality of life,and the teaching order conforms to the order of Van Hiele geometric cognition level,in junior middle school mathematics classroom,such teaching design is more conducive to the cultivation of students’ core mathematical literacy.In the teaching practice part,I mainly carried out teaching demonstration based on the research hypothesis.I took the students in two classes I taught as the research objects to design a controlled experiment.The two classes respectively adopted different teaching methods.After the experiment,the results of the control experiment were analyzed by means of questionnaire survey and examination paper.The results of the questionnaire show that:p=0.006<0.05,which indicates that there is a significant difference between the experimental class and the control class in the core literacy of mathematics.The test results showed that the average score of the experimental class was 80.77,the passing rate was 89.1%,the good rate was 76.4%,and the excellent rate was 29.1%.The average score of the control class was 80.4,the passing rate was 81.8%,the good rate was 74.5%,and the excellent rate was 21.8%.This indicates that the level of mathematics core literacy of students in the experimental class is higher than that in the control class.That is,the research hypothesis is valid.Through the above research,the author finds that: under the guidance of mathematics core literacy,mathematics teachers can enable students to master basic theoretical knowledge,train students’ awareness of independent learning and cooperative learning,develop students’ ability of observation,thinking and expression,improve the quality and effect of teaching and stimulate students’ interest by creating problem situations,setting hierarchical knowledge summary and designing mathematical experiments.In particular,the teacher becomes the facilitator of the classroom,responsible for creating a learning atmosphere and instructing students to think positively.Based on this conclusion,in the section "The Nature of Parallel Lines",the author gives specific teaching suggestions at the end of the research:1.Create a variety of student activities to encourage guessing and verification.2.The distinction of the nature and judgment of parallel lines is the key and difficult point in this lesson.We can think from two aspects in teaching.On the one hand,think from the point of view of proposition and conclusion;On the other hand,from the perspective of deepening the understanding of nature,strengthen the relationship between the three kinds of language,graphics,characters and symbols,deepen the memory on the basis of understanding.3.Pay attention to the guidance of geometric problems,and help students to clarify logical relations by means of synthesis method and analysis method.4.Provide students with space and opportunities to demonstrate.