| In 2014,the Opinions on Deepening Implementation of College Teaching Work and Deepening the Basic Task of C urriculum System Reform in an All-Round Way proposed by the Ministry of Education put forward the significance of carrying out the system of core literacy education for students in each academic year.In July 2016,"core senior high school discipline literacy" were drawn up in the development of core disciplines high school disciplines.The proposal of core literacy is becoming a new requirement of national training of personnel,and its implementation is becoming the key to the new curriculum reform.At the same time,the study of the core literacy of disciplines has become a hot issue in the basic education of all countries.In our country,the current research on the core literacy of mathematics is mainly concentrated in high school,and there are few researches on the core literacy of primary school.Therefore,the study of understanding primary school mathematics core literacy is of great significance.Under the guidance of the combination of qualitative research and quantitative research,the paper uses questionnaires,interview methods and classroom observation methods to study the status quo of primary school mathematics teachers’ cognition of mathematics core literacy and the practice of classroom practice.First of all,231 primary school mathematics teachers in Z C ity were surveyed,statistical analysis of collected data using SPSS22.0 and six of them were further interviewed semi-structured in-depth interview.At the same time,combined with classroom observation and study,the following conclusions were drawn:(1)The understanding of mathematics core teachers in primary school mathematics teachers shows a significant difference in their teaching age and type of school.O ld teachers pay more attention to the core qualities of mathematics than new teachers.Urban elementary school teachers pay more attention to the core qualities of mathematics than rural elementary school teachers;(2)There is no significant difference in the understanding of mathematics core literacy among elementary mathematics teachers in terms of gender,grade of coaching and level of education;(3)There is no significant difference in the understanding of mathematics humanistic literacy and mathematics skills literacy among primary mathematics teachers in terms of gender,grade of teaching and education,teaching age,and type of school;(4)The understanding of mathematics awareness and mathematics ideology of elementary school mathematics teachers shows significant differences in the teaching age and type of school,and there is no significant difference in gender,teaching grade and education level;(5)The primary school mathematics teachers pay attention to the degree of mathematics humanistic literacy and mathematics skill literacy.There is no essential difference between primary school and rural primary school;(6)The understanding of mathematics awareness literacy and mathematics ideology of elementary school mathematics teachers is more important t han elementary school in rural areas;(7)Primary school teachers’ attention to core literacy is not positive;(8)Elementary school teachers’ understanding of the core qualities of mathematics is inaccurate;(9)The classroom practice of primary mathematics core literacy training is not reasonable;(10)Grades of mathematical humanities and math skills in all grades are better than mathematical consciousness and mathematical literacy.This study aims at the present situation of Z core primary school mathematics core literacy and some problems in classroom practice.The following suggestions are put forward:(1)train teachers’ mathematics core accomplishment and renewing educational teaching idea;(2)design teaching carefully and cultivating students’ mathematic s skill accomplishment;(3)clarify the classroom teaching and promote the students’ mathematical consciousness;(4)constructing knowledge network to stimulate the germination of mathematical thought accomplishment;(5)dig up mathematics teaching material to arouse the understanding of mathematics humanistic accomplishment. |
