Research On The Teaching Strategy Of Mathematical Operation Literacy Based On Connecting Junior To Senior High School

Mathematical operation literacy is a necessary diathesis in the development of students no matter at the stage of compulsory education or high school.However,due to the variation of the contents,methods and difficulties at different stages of mathematical teaching,and many differences in the requirements and training of mathematical operation literacy.It is found practical significance to make in-depth on teaching research of high school mathematical operation literacy training from the period of junior to senior high school.In this paper,author manages to study on the strategies of high school mathematical operation literacy from the joint of junior to senior high school.First of all,it analyzes the differences of mathematical operation in junior to senior high school from three aspects:curriculum,textbook and test syllabus.And then investigating from teachers and students,finds that the knowledge of mathematical operation in junior to senior high school is not good enough and needs teachers to make some supplements;Secondly,there are large different requirements of mathematical operation skill and operation thinking between high school entrance examination and college entrance examination;Thirdly,in junior high school,the operation teaching emphasizes the repeated training and memory of the operation process,while the senior middle school pays more attention to the method than to the process.The overall level of mathematical operation literacy of Senior One students is low,and they lack of the operation thinking and learning methods;Last but not least,middle school teachers are lacking the awareness of the connection of mathematical operation teaching in junior-senior high school.In allusion to the problems mentioned above,this paper puts forward some teaching suggestions from the perspective of teachers: teachers should read the curriculum standard and text of junior-senior high school,pay attention to the connection of operation knowledge,add the disjointed knowledge of junior-senior high school in teaching,and correct the students' operation deviation in time;Teachers should pay attention to the generative process of concepts,formulas,theorems and rules in the class,and strengthenthe students' comprehension of operational principle;Pay more attention to the training of operational skills,improve the flexibility of students' operational thinking and strengthen the students' mastery of operational algorithm through multi-solution and variant training.And from the perspective of students,this paper puts forward some suggestions of learning: students should change their ideas on learning,and attach importance to the accumulation of basic knowledge;Standardize the operational process and change the bad habit of solving problems;Summarize and reflect after calculating,improve the level of mathematical operation.Finally,according to the mathematical teaching strategies which are put forward based on the period of junior to senior high school,this paper selects “power of fractional exponent”,“the sum of front n terms arithmetic progression”,“the position relationship between straight line and conic curve” and so on from three types of senior high school classes: concept class,formula class and exercise class.Then designing and analyzing the teaching cases in order to illustrate the operability of these teaching strategies.