Research On The Introduction Of Junior High School Mathematics Concept Courses Based On Core Literacy Training

Education in the 21 st century is dedicated to cultivating new talents with core literacy.The OECD(Organization for Economic Cooperation and Development)has taken the lead in proposing the core literacy indicator system,and China also emphasizes the implementation of core literacy and academic quality requirements into the teaching of various subjects according to the core literacy system.However,classroom introduction,as an important element in teaching,suffers from the lack of attention,neglect of literacy development,and the lack of students' subjectivity.The main question of this study is: How to improve the effectiveness of concept class introduction in regular teaching? The study is centered on the following three sub-questions:(1)Is the introduction of middle school mathematics concept lessons reasonable in regular class teaching? Can it promote students' core literacy development?(2)What are the elements of the introduction of middle school mathematics concept lessons based on core literacy development,taking into account the relevant literature and studying the introduction of public lessons?(3)What effect did the core elements of concept lesson introduction have in the action research? The following findings were obtained from conducting the research.First,a junior middle school in Jiangsu was investigated.It was found that the regular teaching did not pay enough attention to the introduction,the students' main position was missing,and the awareness of core literacy development was lacking.The public class obviously paid attention to the introduction design and students' participation experience,and penetrated the idea of core literacy.Second,we combed through related research results and studied the open class introduction.A model diagram of the introduction of middle school mathematics concept lessons based on core literacy cultivation is proposed,and four core elements are proposed: grasping students' learning experience and emphasizing students' subject position;focusing on knowledge transfer based on holistic analysis of knowledge;strengthening the combination of knowledge and culture and infiltrating mathematical ideas;conforming to the law of students' understanding and focusing on teacher-student interaction.Third,action research is conducted to test the effectiveness of the core elements.After the first teaching for effect reflection,expert guidance,the second teaching combined with the core elements to design and implement,and found that significant progress was made.The final results were obtained from the middle school mathematics concept lesson introduction design model diagrams and core elements.It is also suggested that regular teaching should pay attention to concept lesson introduction and improve introduction skills;pay attention to students' main position;and integrate core elements into the introduction process to cultivate core literacy.