Research On The Strategy Of Mathematical Modeling In Classroom Teaching

Mathematical modeling is a bridge that connects and transforms the real world and the mathematical world.Mathematical modeling literacy is one of the core literacy of mathematics.However,the survey has found that the implementation of mathematical modeling in senior high school is currently difficult and the cultivation of mathematical modeling literacy has emerged serious imbalances and it lacks effective strategies which make the penetration of mathematical modeling literacy in senior high school mathematics classes incomplete and superficial.Based on the above situation,this thesis attempts to find a meeting point between the new requirements of the current core literacy implementation and the current state of education,and puts forward the view of integrating mathematical modeling into senior high school mathematics classroom teaching.And further explore how mathematical modeling is integrated into classroom teaching,including the macro and micro strategies of mathematical modeling into classroom teaching.Aiming at the above two questions,this thesis conducted an in-depth research on the integration of mathematical modeling into classroom teaching,and obtained the following research conclusions:(1)The macro strategy for the integration of mathematical modeling into classroom teaching is: It is necessary to combine the students' own characteristics to integrate the three-year high school mathematics modeling into teaching strategy design.At a macro level,the entire process of integrating mathematical modeling into classroom teaching is divided into three stages.In each stage,horizontally the modeling teaching level is gradually adopted step by step while vertically the layer-by-layer approach of modeling problem level is used for modeling integration,so that students' modeling literacy can achieve a gradual spiral improvement.(2)The micro-strategies for integrating mathematical modeling into classroom teaching are: Based on the macro design,it is necessary to integrate mathematical modeling into classroom teaching for micro-design aiming at the characteristics of classroom teaching.In conceptual teaching,the actual situation of the concept is enriched in the introduction step of the concept;the situational case is employed to multiply represent the same mathematical concept in the formation of the concept.In the application of the concept,a situation of knowledge-related real-life problems needs to be created.And realize the practical application of the concept in the complete process of mathematical modeling.In Propositional teaching,the introduction to the context of the proposition is selected carefully in the proposition acquisition process Context;the mathematical modeling is performed by means of model or context in the proving of the proposition,and then complete the proving process of the proposition;in the application of the proposition,strengthening the real-life application of the proposition should be focused on to train students' mathematical application ability.In the problem-solving teaching,mathematics the integration process of mathematical modeling adopts the complete steps of mathematical modeling and while increasing the realistic background of the problem,we must pay more attention to the characteristics of problem setting and improve students' problem-handling ability.Finally,this thesis presents three classroom teaching cases corresponding to the micro-strategies of integrating mathematical modeling into classroom teaching and combining with the cases,it further explains what the integration of mathematical modeling is and how to integrate it specifically.