Research On The Status Quo Of Senior High School Mathematics Teachers' Understanding Of Mathematics Core Literacy

In early 2018,the Ministry of education in the latest high school mathematics curriculum standards,clearly put forward six core qualities of high school mathematics.As a result,high school mathematics core literacy system has rapidly attracted the attention of people in the field of mathematics education,and has become a hot topic in the field of mathematics education.However,the shortcomings of these discussions lie in the fact that there are few related researches on senior high school mathematics teachers' understanding of mathematics core literacy;In fact,senior high school mathematics teachers' understanding of mathematics core literacy can greatly affect the cultivation of senior high school students' mathematics core literacy.Through investigation and analysis,this paper hopes to show the current situation of senior high school mathematics teachers' understanding of the core literacy of mathematics and the factors affecting the status quo,and to put forward corresponding suggestions for the shortcomings of the status quo.This paper uses the methods of literature research,questionnaire survey,interview survey and case analysis to study the current situation of senior high school mathematics teachers' understanding of mathematics core literacy.Firstly,we collect,read and analyze the relevant literature and articles on "core literacy" and "mathematics core literacy" at home and abroad,as well as the literature on Mathematics Teachers' understanding of mathematics core literacy at home and abroad.By learning from the previous research methods and results,we can deepen the understanding of this topic and clarify the framework system of this topic.Secondly,based on the well-designed questionnaire,207 questionnaires were collected and analyzed by spss22.0 statistical software.(1)Teachers' understanding of mathematics core literacy is in the lower middle level;(2)Education background,teaching years and the number of students can significantly affect teachers' cognition;(3)Teachers' attention to the six core qualities of mathematics is seriously polarized;(4)Teachers' implementation of mathematics core literacy is poor;(5)Education background and the number of students can significantly affect the implementation of mathematics core literacy;(6)Teachers' understanding of the value of mathematics core literacy and research intention are relatively insufficient;(7)The main ways to obtain the core quality of mathematics are curriculum standards and teaching books;(8)There is a strong correlation between teachers' understanding and implementation of mathematics core literacy.After that,through in-depth semi-structured interviews with 8 senior high school mathematics teachers,the following conclusions are drawn.(1)High school mathematics teachers have insufficient understanding of mathematics core literacy;(2)The lack of research time is the main reason for high school mathematics teachers' insufficient understanding of mathematics core literacy;(3)High school mathematics teachers' understanding of the value of mathematics core literacy is uneven;(4)high school mathematics teachers pay too much attention to some literacy and ignore other literacy;(5)In the actual teaching process,the college entrance examination is taken as the wind vane to cultivate students' mathematics core literacy;(6)Low operability is the main reason why it is difficult to implement the core quality of mathematics.Finally,this paper discusses the external behavior of teachers' understanding of mathematics core literacy in the classroom teaching situation dynamically combined with specific teaching cases,and analyzes the characteristics of senior high school mathematics teachers' understanding of mathematics core literacy combined with the previous questionnaire and interview survey.On the basis of investigation and analysis,aiming at the current situation and problems,this paper puts forward the following six suggestions:(1)The related majors in normal universities should pay attention to the courses of mathematics core literacy;(2)Strengthen the training and exchange,update the education concept of high school mathematics teachers;(3)We should reduce the class size appropriately and implement small class teaching with better quality;(4)To lighten the burden of high school mathematics teachers and make them concentrate on their own work;(5)Improve the evaluation method and establish the evaluation system to promote the development of teachers and students;(6)The related research of mathematics core literacy should highlight the operability.