Teaching Strategies Of Derivatives From The Perspective Of Core Literacy

Derivatives,as one of the core contents of calculus,are very useful tools for studying functions and inequality and solving practical problems.Derivatives have always been the focus and hot spot of the college entrance examination,and also the difficult points for students to learn.With the development of core literacy,in addition to focusing on students' knowledge and skills,mathematics teaching pays more attention to the development of the mathematical thinking and ability of students.Therefore,it is necessary to study the teaching of derivatives from the perspective of core literacy.The paper uses literature analysis,survey and interview methods for research.First of all,the constuctivist learning theory,APOS theory,and SOLO theory are briefly analyzed,which provides a strong support for the subsequent investigation and research.Then,the literature related to core literacy and derivative is summarized and sorted out.Next,the author conducted an empirical investigation on the content of the derivatives.Through the form of test papers,questionnaires and interviews,the main research is:1.Problems in the process of learning the derivatives of high school students and problems in emotions and attitudes;2.The problems of front-line teachers in derivative teaching;3.In view of the existing problems,teaching strategies are proposed from the perspective of developing students' core literacy.The research results show that: objectively,the students' understanding of the contents of the derivatives is uneven,and they have a good understanding of the average rate of change,the geometric meaning of the derivatives,and the application of the derivatives in the function,but have a low level of understanding of the concepts of derivatives and optimization;Subjectively,students generally think that the derivative is difficult,but have the confidence to learn well.However,teachers pay too much attention to the improvement of students' problem-solving ability in derivative teaching,and ignore the exploration of the essence of concepts and the penetration of thinking methods.Aiming at the results of the research and based on the requirements ofmathematical core literacy for students,the author proposes the following teaching strategies: reasonable design of teaching contexts,fully experiencing the process of concept generation;focusing on the penetration of mathematical ideas,and realizing the value of thinking methods;emphasizing both learning and promoting students' learning;effectively establishing mathematical models to cultivate students' ability to express problems in mathematical languages;teaching evaluation should be diversified,focusing on the achievement of students' core mathematical literacy.Corresponding teaching cases are designed for teaching strategies to provide reference for teachers in front-line teaching.