Research On The Teaching Strategies Of Mathematics Concepts In Junior Middle Schools From The Perspective Of Core Accomplishment

With the introduction of the "double reduction" policy,higher requirements have been placed on national education.The demand for cultivating high-quality talents is imminent,and it is particularly important to cultivate talents with academic ability and academic literacy.In the field of mathematics education in junior high school,concept learning is an essential core link.Related to students’ understanding and application of mathematical ideas and methods,the learning of mathematical concepts not only affects students’ mastery of basic mathematical knowledge and skills,but also influences the further development of their mathematics learning,which is quite significant to the cultivation of their core literacy and ability.At present,the researches on the teaching of mathematical concepts are very rich.However,there are few studies related to core literacy in mathematics,and even fewer literature combining these two topics.Therefore,this paper focuses on the teaching of mathematics concepts in junior high schools and looks into the core literacy of mathematics.Firstly,the literature study is applied to sort out the current research status and correlative theoretical fruit both at home and overseas,and the core words are defined by the literature research method;secondly,mathematics teachers and students in junior high school were invited to fill in a questionnaire to explore the status of concept teaching and concept learning;thirdly,this paper puts forward relevant suggestions and teaching strategies based on survey data analysis;finally,integrating the proposed strategies into the teaching case "From Fractions to Fractions" to achieve a deep integration of classroom teaching,theoretical foundations and teaching strategies by the case analysis.The author hopes to improve the quality of teaching effectively,cultivate core literacy,implement the "double reduction" policy and deliver high-quality talents to society.In this research,junior high school mathematics teachers and students in Liuyang City,Hunan Province were investigated.By means of using the self-compiled questionnaire survey of teachers and students.With the comparative analysis of the gathered statistics coupled with the author ’s experience of mathematics teaching in junior high school,the following conclusions are drawn: in the existing mathematics concept teaching in junior middle school,the quality of concept teaching and the actual effect of core literacy training are in the lower-middle-level.In particular,the cultivating effect of mathematical abstraction,logical reasoning,ma thematical modeling and data analysis is poor.From the two aspects of teachers and students,the reasons are as follows.First of all,mathematics teachers in junior high school are not well-positioned for concept teaching;their teaching methods are outdated,the key points are not prominent,and the difficulties have not been broken;they pay more attention to necessary knowledge rather than the training of mathematics ability and core literacy.Secondly,during the learning process of mathematical concepts,junior high school students are not studying hard and lack internal drive;their cognition of improving their core mathematical literacy is not deep enough;they have not mastered the correct methods of concept learning.Based on the investigation analysis,the author proposes six teaching strategies for developing core literacy in the teaching of mathematics concepts in junior high schools: 1.Understanding the connotation of core literacy and deepen ing the study of lesson preparation.2.The creation of the situation needs to be life-oriented and the classroom organization needs to be student-oriented.3.The problem guidance should be hierarchical,and the connotation and extension should be deeply excavated.4.Layered exercises are necessary and the study of exercises must be done first.5.Multimedia should be used to assist teaching to promote teaching modernization.6.Infiltrating the concept culture of mathematics and cultivating the core literacy of mathematics.