| The new curriculum standard points out that the mathematics education in high school should be based on students' development and cultivate students' mathematics core literacy against the backdrop of the publication of high school mathematics textbooks guided by core literacy,in the autumn of 2019,the new textbooks have been officially put into use,and then the following questions have become hot topics for teachers all over the country: how to tap the core literacy in the new textbook? How to implement the cultivation of core literacy through classroom teaching? How to evaluate students' existing core literacy level? This study will focus on the implementation of mathematics core literacy in the new mathematics textbooks of senior high school.As function is an important module in high school mathematics,its teaching plays an irreplaceable role in cultivating and developing students' mathematics core literacy,so this study takes this part as an example.Based on the connotation and level division of mathematics core literacy in the new curriculum standard,this study takes the function contents in chapter 3,4 and 5 of compulsory Volume 1 of the new textbook people's education version a as an example,divides the mathematics core literacy in the compulsory theme function content,and then constructs the two-way breakdown of mathematics core literacy in function chapter and section content,try to make teachers design relevant classroom teaching activities to implement the cultivation of students' core literacy under the guidance of detailed list;secondly,in order to understand the current situation of students' mathematics core literacy level and teachers' cognitive status after learning function content,the author compiled the "test questions for senior high school students' mathematics core literacy level of function content" and the "self-evaluation questionnaire for senior high school students' mathematics core literacy level of function content",tested and investigated the senior one students of a middle school in Y City,and interviewed the teachers.This study aims to solve the following problems:(1)construct the two-way detailed list of mathematics core literacy of function chapter content;(2)the present level of students' mathematics core literacy in function content under the background of new teaching materials;(3)the differences in the level of mathematics core literacy among students of different groups(gender,arts and sciences);(4)the teachers' cognitive status of mathematics core literacy in the function content of the new textbook.This study uses the statistical analysis method to draw the conclusions about the test samples:(1)the overall level of students' mathematics core literacy is not high,and the mathematical operation literacy is the best,followed by logical reasoning,intuitive imagination,mathematical abstraction literacy,and finally mathematical modeling literacy;(2)there is no significant difference in the level of core literacy between students of different genders,while there are significant differences in the literacy levels of mathematical abstraction and logical reasoning among liberal arts and science students.The two literacy levels of science students are higher than those of liberal arts students,but there is no significant difference in the other three literacy levels;(3)teachers need to strengthen the cultivation and operation of mathematics core literacy in the teaching of function content in the new textbook.Accordingly,the author puts forward five teaching suggestions:(1)take the concept as the growth point to cultivate mathematical abstract literacy;(2)focus on nature and cultivate logical reasoning literacy;(3)take operation as the supporting point to cultivate mathematical operation literacy;(4)take the image as the starting point to cultivate the quality of intuitive imagination;(5)take application as the foothold and cultivate mathematical modeling literacy. |
PDF Full Text Request