Research On The Teaching Of Mathematics Concepts In High Schools Based On The Core Quality

Education is the foundation.In recent years,my country's education reform is in full swing,and mathematics education reform is no exception,especially in the cultivation of students' core literacy in mathematics.The core literacy of mathematics refers to the essential mathematics character and key abilities of mathematics that students should have in order to meet the needs of life-long development and social development.Only by grasping the core literacy of mathematics can we grasp the foundation of mathematics education.If you don't accumulate steps,you can't reach a thousand miles.Mathematics concept teaching has a basic and key position in mathematics teaching,but utilitarianism prevails in current mathematics education: it pays attention to imparting immediate "key knowledge" while ignoring the understanding of mathematical thinking and methods,paying attention to the results of mathematics teaching and ignoring the process of mathematics teaching.The cultivation of students' problem-solving skills ignores the continuous development of students' core literacy in mathematics.Based on this,sufficient attention and in-depth exploration of the teaching of mathematical concepts will have a foundational effect and a continuous impact on the development of students' core literacy in mathematics.The author first clarified the current goal requirements for the cultivation of students' core literacy in mathematics through literature research;then conducted interviews with high school mathematics teachers and students in the practice school as the research objects to get a preliminary understanding of the current status of mathematical concept teaching and concept learning;On the basis of interviews,the content structure of the questionnaire was determined according to the content and purpose of the research,and the questionnaire survey was conducted with the high school mathematics teachers and students of the practice school as the research objects.In order to have a deeper understanding of the status quo of high school mathematics concept teaching and concept learning,the author conducted case analysis on the mathematics concept lessons of three teachers in the research object,and provided empirical analysis basis for the concept teaching strategy from the perspective of the later mathematics core literacy perspective;finally combined The specific problems reflected by the status quo of mathematics concept teaching in practice school,understand the important significance and value of mathematics core literacy for student development,and put forward the concept teaching strategy under the mathematics core literacy in a targeted manner: pay attention to the process,understand the concept and raise the literacy;organization;Reasonable,grasp the essence to help understanding;diverse ways to stimulate interest and promote learning;effective training,improve efficiency and capacity;create opportunities,cultivate habits and continue to develop.With the promulgation of the "New Curriculum Standard" and the reform of the mathematics propositions for the college entrance examination,many topics are derived from concepts,but they are not limited to concepts.They are variants,expansions and comprehensive applications of concepts.Concept teaching is the core of mathematics teaching and the key to the implementation of students' core literacy in mathematics.Accurately mastering and flexibly using mathematical concepts are the prerequisites for students to form and develop mathematical abstract literacy,logical reasoning literacy and mathematical modeling.Therefore,concept teaching has an unshakable important position in the cultivation of students' core literacy in mathematics.It is hoped that the high school mathematics concept teaching strategy based on the core literacy of mathematics proposed in this article can provide a certain reference and reference for the mathematics concept teaching of frontline teachers.