Practical Research On Hierarchical Teaching Of Mathematics In Junior Middle School Under Core Literacy

The core accomplishment of mathematics subject is the concentrated embodiment of mathematics curriculum goal and the comprehensive embodiment of students' thinking quality,key ability,emotion,attitude and values with mathematical basic characteristics.At present,the research on mathematics core literacy in our country is mainly based on theoretical research,and there are also some researches on core literacy and junior high school mathematics teaching practice,but the research of combining junior middle school mathematics stratified teaching practice is lacking.In this paper,based on layered teaching and from the perspective of core literacy,an experimental study was carried out in a middle school in Haicang District of Xiamen City for a period of one semester.The research shows that the present situation of students' hierarchical learning in mathematics is quite different,and the development of students' ability of calculation and data analysis has a great relationship with the level of their mathematical basic abilities.This paper gives some suggestions on how to optimize and improve the classroom teaching of five qualities: modeling idea,intuitive imagination,reasoning ability,mathematical communication and creative consciousness.The following conclusions are drawn for the cultivation of junior high school students' core literacy in class,which aims to provide suggestions and methods for the cultivation of junior high school students' core mathematical literacy.1.Pay attention to the effective development of classroom mathematics communication activities.Allocating reasonable discussion time to students can enlighten students and diverge their mathematical thinking,so as to improve students' ability of mathematical communication and expression.2.Pay attention to the introduction and design of classroom mathematics situation.Good mathematical situation problems can train students to summarize the mathematical models from their lives,study the thinking of solving problems with mathematical thinking and find solutions.3.Pay attention to the quality of classroom mathematics questioning content.A good mathematical question can first cause students' cognitive conflicts,cause them to think deeply,and then enhance the students' cognition of the content of questioning,so as to promote the students' ability of logical thinking in mathematics.4.Pay attention to the last teaching link in the classroom summary and induction.Tounderstand the new knowledge as a whole is actually a process to sort out the frame structure of mathematical content,and also to understand the degree of mastery of its own mathematical knowledge.At the same time,it can improve the students' ability of mathematical abstraction.