Design Research Of Mathematical Communication Teaching For Core Competences

Modern educational concept and international mathematics curriculum reform show that the development of students' quality has become the central task of mathematics teaching in schools.Literacy does not come from nowhere,but is acquired imperceptibly in the process of knowledge learning.Classroom teaching is the main front to cultivate students' literacy.Through mathematical communication,students' learning interest can be stimulated,students' participation in learning can be promoted,and students' knowledge and ability can be coordinated and developed.Based on this,as an important means and method to cultivate students' core competence,the teaching of mathematics communication has become an important topic concerned by mathematics education circles.Based on the relevant background of core literacy,this study takes classroom teaching of mathematical communication as an important way to develop students' core literacy and carries out relevant teaching design research.First of all,analysis of relevant literature,to clarify the core meaning of the core competence and mathematics,refer to the experts and scholars put forward the way to cultivate the core competence,the ways for the cultivation of the core literacy and mathematics classroom teaching of the communication link,the analysis of the mathematical communication characteristics,significance and meaning of classroom teaching,and teaching the meaning of mathematics exchanges for core competence,as a theoretical basis and design for the core competence of mathematical communication teaching and develop the relevant teaching practice research.The main conclusions of this study are as follows:1.The design framework of mathematics communication teaching for core competences is formed.Specifically,it includes the design of teaching objectives for developing core literacy,the design of teaching contents based on core competences,and the design of teaching evaluation oriented towards core competences.Specifically,the content of communication should be analyzed in the design of teaching objectives,and the objectives of mathematical communication should be clarified.In this study,the teaching objectives of developing core competences are defined as three levels of knowledge understanding,knowledge transfer and knowledge innovation.In the design of teaching content,the communication mode should be designed and the communication process should be reasonably arranged,such as creating communication situation,solving problems,displaying communication results,and communicating reflection and evaluation.In terms of teaching evaluation,on the basis of previous studies,a classroom observation table was developed to observe the classroom teaching of mathematical communication,and the teaching design was improved immediately.In addition,the classroom learning gains of students advocating mathematical communication were tested through test questions.2.According to the analysis of the survey results,students' interest in learning,ability to communicate,willingness to communicate,and willpower to learn are interrelated.The classroom teaching of mathematics communication is conducive to the development of students' awareness of problem inquiry,but it needs long-term efforts to develop students' core qualities.3.Proposed several suggestions:(1)teachers should have the awareness of mathematical communication.(2)students at different levels should pay attention to the opportunities of mathematical communication.(3)pay attention to the grasp of teaching rhythm and the effective achievement of teaching objectives.