Research On Implementing Strategy Of Overall Teaching Of High School Mathematics Unit Based On Core Literacy

With the in-depth development of the new curriculum reform of basic education in China,it has become the development trend and hot issue of subject education to carry out unit integrated teaching centering on the big concept of subject and the core literacy of subject.The Mathematics Curriculum Standard for General Senior High School(2017 Edition)emphasizes that the big concept of the subject should be the core and the content of the subject should be structured.The Standard points out that“the selection of teaching content should take the big concept of the subject as the core point,take the theme as the leading direction,promote the structure of the course content,and then promote the implementation of the subject literacy”.In the Course Content of the Standard,it is suggested that class allocation should be presented in the form of themes and units.In the sixth part Teaching Suggestions of the Standard,it is pointed out that the students’ core literacy level of mathematics is not achieved overnight,but has the characteristics of stages,continuity,integration and so on.Therefore,unit integral teaching is an important approach and carrier to realize the development of high school students’ core literacy in mathematics.Furthermore,unit integral teaching is conducive to reflecting students’ dominant position in teaching,ensuring the play of students’ cooperative inquiry,and improving students’ ability of independent learning.However,according to the investigation and research,the overall teaching situation of the current high school mathematics unit is not so good.Specifically,teachers lack of theoretical guidance and practical training for the overall teaching of the mathematics unit,and lack of ability to realize the overall teaching of the unit.This dissertation aims to clarify the connotation and the importance of the implementation of the overall teaching of mathematics unit in senior high school.We selected some mathematics teachers from three high schools in Huanggang City and Xiangyang City of Hubei Province as the investigation objects.The present situation of mathematics teaching in senior high school is investigated and analyzed from three aspects of teachers’ overall teaching of mathematics unit,that is,the situation of adoption,cognition,limitation and confusion;On the basis of statistical analysis of the survey results and the existing problems,corresponding teaching reform strategies and suggestions are put forward based on the concept of core literacy.The conclusions of this study are as followed.First,the main problems about the overall teaching of high school mathematics units in Huanggang City and Xiangyang City are,the lack of teachers’ professional quality,the insufficient implementation of core literacy guidance,the lag of teaching design concept,the monotonous evaluation method,and the lack of students’ ability.Secondly,for the above problems,we put forward some strategies and suggestions for the reform of mathematics teaching in senior high schools,including improving teachers’ overall teaching cognition level,implementing the overall teaching requirements of the unit,enhancing the skills and abilities of teachers’ teaching design,and pursuing the diversification of the overall teaching evaluation of the unit.The innovation of this study are as follows.Firstly,the concept of comprehensive discipline,discipline core accomplishment and new mathematics curriculum standard are integrated,and the connotation and implementation significance of the whole teaching of mathematics unit are discussed.Secondly,based on the field investigation and analysis of the current situation of the overall teaching of high school mathematics units,we put forward some strategies and suggestions to improve the overall teaching of the unit,which is conducive to improving the core literacy of high school students in mathematics.