Junior High School Classroom Situational Teaching Based On Mathematical Core Literacy

The requirement of development of students' key competence is put forward in comprehensively deepen curriculum reform and compulsory education mathematics curriculum standard,which means that students' cultivation on core literacy in mathematics have been taken to the next level in our country.Nevertheless,the key competence in mathematics could not be mastered easily through the common teaching,instead the teaching should be combined with the scenario with Math questions.So situational teaching plays a key role in fostering students' key competence.Nowadays it remains several problems on practicing situational teaching in the classroom,such as "the mathematic questions are too real-life","the problems in daily life are over mathematical",etc,which would harm the formation of key competence in mathematics.As a result,this report,based on the view of key competence in mathematics,referring to the teaching theory of "situation-problem-discussion-thinking",goes deep into the classroom to research and analyze the cultivation of key competence during situational teaching,and rise improvement strategy,which is vital to define the requirement of students' key competence improvement that is widely advocated in curriculum reform,and boost teaching efficiency of situational teaching.This thesis is based on the research sample,eight pieces of teaching video from seventh grade mathematics(Shanghai version),referring to the teaching theory of "situation-problem-discussion-thinking",which is divided into thirty seven pieces of relatively intact situational teaching episodes.The integration between the current situational teaching in classroom and the development of key competence are researched through four dimensions,"situation establishment","problem design","discussion and communication","thinking and summary".The thesis contains the attribution analysis for the influence of students' key competence development by means of interviewing three teachers who have different experience of teaching,leading to the following conclusion.The integration result between the current situational teaching in classroom and the development of key competence.(1)The teachers have chronically positive attitude to the importance of situation establishment,problem design,discussion and communication,and thinking and summary,but they did not always require students to re-think and summarize for every teaching practice excerpts.(2)During situation establishment,the teachers tend to select pure mathematical situation,and secondly select daily life situation,however they failed to deal with the relation between mathematics and daily life.(3)In the course of problem design,the gradation of problem structure was concerned well,whereas it was neglected that the problems should be designed for different students fitting to their diverse level.(4).In the process of discussion and communication,the teachers preferred questioning specific students,then collective question-answer,rather than cooperative discussion.(5)As for thinking and summary,the advices for thinking raised by teachers are superficial,not go deep into the knowledge level.Therefore the skills of instruct students how to re-think need to be improved.The analysis for questions above show as follow based on the interview.(1)It remains deviations for teachers' comprehension between situational teaching and key competence in mathematics.(2)The source of situational material is simplex,and curriculum resource is scarce.(3)Lack integral consciousness for problem design.(4)Shortage of cooperative discussion because of the capability of students' expressing opinions and the limitation of class time.(5)The training is scarce for teachers how to conduct students to re-think.The following suggestion are put forward through document analysis and induction.a.Establish the question with real life situation,and conduct students to think in the view of mathematics.b.Design the problem with different layer,so as to promote students' thinking in mathematics.c.Organize cooperative discussion and encourage students using mathematical knowledge.d.Intensify the process of thinking and summary,and improve the skills of re-thinking for students.