Research On High School Mathematics Task-based Teaching Strategies Based On Core Literacy

Task-based teaching mode is suitable for students’ development,which is based on the proposition of "task" and student-centered,and requires students to learn by doing.The formation of mathematics core literacy is also the goal requirement of high school students’ mathematics learning.The author believes that the research on Task-based Teaching of high school mathematics must be based on the cultivation of mathematics core literacy and promote the development of high school students’ mathematics core literacy through task-based teaching.Therefore,task-based teaching of high school mathematics based on core literacy has become the research direction of this paper.This paper is divided into six parts:The first part,through the understanding of the new curriculum reform and the students’ physical and mental development level,it puts forward the research questions:the research of task-based teaching strategy of high school mathematics based on core literacy.The significance and purpose of the problem are elaborated in detail.In the process of the research,the methods of literature research,questionnaire survey,teaching experiment and observation are used.The research on task-based teaching is based on the theory of predecessors,including constructivist learning theory,humanistic learning theory and Vygotsky’s recent development zone.The second part is the literature review.Firstly,it reviews the research of Task-based teaching,introduces the research status of Task-based Teaching at home and abroad,as well as the characteristics of task-based teaching and specific implementation measures.Secondly,it summarizes the research on the core literacy of high school mathematics,including the content,characteristics and teaching of the core literacy of mathematics.Based on the understanding of Task-based Teaching at home and abroad,the author gives a specific definition of Task-based Teaching Based on core literacy: teachers should take the curriculum goal of mathematics core literacy as the basis of task,put forward specific tasks with "student-centered",linkstudents’ life reality and personal experience,and establish specific scenarios for students to guide learning.Students carry out activities around the completion of tasks,so as to better achieve the teaching objectives.The third part carries out a questionnaire survey on the views and opinions of senior high school students and senior high school mathematics teachers on Task-based teaching.Through the analysis of the survey results and combined with references,it finds out the main problems existing in the task-based teaching of senior high school mathematics at the present stage: first,the professional quality of Teachers in carrying out task-based teaching is not enough;second,the difference of students’ existing knowledge level and task-based teaching.The acceptance of teaching is different;the third is the acceptance of Task-based Teaching in schools.At the same time,the author makes a concrete analysis of the causes of the problem and finds out the root cause of the problem so as to put forward the measures to solve it.In the fourth part,the task-based teaching model of mathematics in senior high school is analyzed,and the concrete framework and teaching process of the model are put forward.Through the analysis of task-based teaching framework,it is proposed that the teaching tasks of "macro-meso-micro" should be set step by step according to the teaching contents.The author puts forward the specific process of Task-based teaching,including creating situations,putting forward tasks,analyzing tasks,students’ autonomy,collaborative learning,displaying results,communicating and discussing,teachers’ summary,analysis and evaluation,students’ summary and reflection.To differentiate and analyze the seven processes,we need to take students as the center and let them study on their own initiative.Among them,the author chooses the task-based teaching process of the second class hour as a case study,which is a compulsory 2.2.2 quadratic function in the experimental textbook Mathematics of General High School Curriculum Standards(Ren Jiao Publishing House).The fifth part,based on the core literacy Color High School Mathematics Task-based teaching model has carried on the experimental research.Two classes in the first grade of senior high school affiliated to Shandong Normal University areselected as the research objects.The two classes are parallel classes,and the basic qualities of students differ little.Among them,Class A is the experimental class and Class B is the control class.The experiment of Task-based Teaching in Class A and the traditional teaching mode in Class B are carried out.At the end of the experiment,the post-test is carried out,and the results of the test are analyzed by SPSS software and Excel.The impact of Task-based Teaching on the development of high school students’ mathematics core literacy is analyzed.The conclusion is that task-based teaching of mathematics can promote the development of students’ mathematics core literacy.The sixth part is the summary and reflection of the task-based teaching of mathematics in senior high schools based on the core literacy of mathematics.Through the data analysis of teaching experiments: Task-based teaching stimulates student’s interest and initiative in learning by guiding students to learn actively,cooperate and communicate,and learn by doing.It has a positive impact on the development of high school students’ core mathematical literacy.In the light of practical experience and references,the author puts forward some effective teaching strategies,including teacher’s putting forward tasks,specific implementation process of Task-based teaching,teachers’ professional quality,and student’s and schools’ acceptance.