High School Mathematics Concept Teaching Research That Points To Core Literacy

Since the publication of mathematics curriculum standards for general high schools(2017 edition)(hereinafter referred to as the new curriculum standards),how to implement the cultivation of core qualities of mathematics in mathematics teaching has become a research hotspot.The mathematical concept as the basis of mathematical learning and a certain degree of abstraction.Therefore,it is necessary to explore the relationship between mathematical concept teaching and the core quality of mathematical discipline.The significance of the research lies in stimulating students*interest in mathematical concept learning and improving the effect of mathematical concept teaching.The author consulted a large number of relevant literatures and made use of the internship opportunity to investigate the current situation of the teaching and learning of mathematical concepts of the mathematics teachers and students in a senior middle school in shenzhen through classroom observation and questionnaire survey.Then,carefiully study the new curriculum standards and related materials,put forward to the core quality of high school mathematics concept teaching theory basis,basic principles,basic process of teaching design and basic strategies;Finally,the author took the trig function concept teaching in high school as an example,applied the teaching design that pointed to the core quality to the actual class,and made a significant difference analysis on the test results of the control class and the experimental class by using SPSS22.0,and then analyzed the teaching effect by combining the students’ performance after class.Through the research,the author finds some problems in the concept teaching of high school mathematics,and puts forward some related theories based on statistical data.Finally,through the statistical analysis of students’scores in two classes,it is found that the teaching effect of experimental classes is better than that of control classes.It can be shown that the theory of high school mathematics concept teaching which is pointed out in the fourth chapter of this paper is scientific and reasonable.The innovation of this paper is that the author sorts out and classifies the mathematics concept course in the textbook of high school mathematics teaching.In terms of teaching design,the corresponding behavioral goals of relevant core qualities are specified,which strengthens the operability in specific classes.