| The Mathematics Curriculum Standards for Compulsory Education(2022 Edition)proposes to determine the curriculum objectives of core literacy orientation,so that students can form and develop the core literacy required for future social and personal development through mathematics learning.In the teaching suggestions,it is also clearly pointed out that strengthening the situation design and problem posing plays an important role in promoting students’ active participation in mathematics teaching activities,and students should form and develop their core mathematical literacy in the activities.Creating situational teaching can effectively transform abstract mathematical knowledge into intuitive form and present it to students,stimulate students’ learning motivation,make teaching activities more efficient,and help cultivate students’ core literacy.Therefore,from the perspective of core literacy,this paper carries out a series of research on situational teaching in junior high school mathematics classroom,and provides relevant suggestions for cultivating students’ core literacy.This paper mainly adopts the methods of literature research,questionnaire survey,interview,case analysis and educational experiment to conduct a systematic and indepth study on the situational teaching of junior high school mathematics in the context of core literacy.Through a questionnaire survey on the situation of junior high school mathematics situational teaching in Hefei M Middle School,interviews with some junior high school mathematics teachers about their understanding and specific practices of junior high school mathematics situational teaching under the background of mathematical core literacy,and collects 48 cases of situational teaching during the internship,and selects three typical cases for in-depth analysis,So we can draw some problems in the situational teaching of junior high school mathematics under the current core literacy:(1)teachers’ cognition of situational teaching is not comprehensive enough;(2)The situation creation is relatively simple;(3)Scenario creation is only used for classroom introduction.Based on the above problems,the attribution analysis is carried out at the same time,which is divided into three aspects: teachers,students and schools.The reasons for teachers are as follows: lack of knowledge of situational teaching and theories related to core literacy,and lack of awareness of the diversity of situational creation;The reasons for students are as follows: they have strong feelings and high expectations for situational teaching,and then put forward higher requirements for teachers’ situational teaching;The reasons for the school are: carrying out situational teaching,fewer teaching and research activities of core literacy and the single content of school-based training.Based on the results of the above survey and research,combined with constructivist learning theory,situational cognition theory,Friedenthal’s mathematics teaching theory and the zone of recent development theory,the following optimization strategies for situational teaching are proposed:(1)pay attention to students and select reasonable materials;(2)Optimize the course content and establish discipline links;(3)Create effective situations for teaching links;(4)Study theoretical knowledge and improve their own quality;(5)Organize teaching and research activities and strengthen the communication between teachers and teachers.Finally,we use the educational experiment method to establish the pre-test and post-test comparative experiments of the experimental class and the control class in the junior high school mathematics class,and use a variety of statistical tools to analyze the experimental data.The results show that carrying out situational teaching under the above optimization strategy is really conducive to the improvement of students’ mathematical achievements and the cultivation of mathematical core literacy. |
PDF Full Text Request