Research On The Deep Teaching Of High School Mathematics Based On Cultivating Students’ Core Literacy

Since the official launch of the eighth curriculum reform,it has attracted the attention of most teachers,scholars and others.Some new education concept also walked into the high school classroom,around these education concept,many new teaching measures followed,but into the high school classroom is not difficult to find that teachers to understand related ideas and measures but not flexible application,also makes the depth of teaching process becomes slow,students’ core quality promotion slowly.Therefore,how to build an in-depth teaching classroom in the high school mathematics classroom and promote the development of students’ core literacy has become an urgent problem to be solved.This research is based on the core concept of quality,by understanding the actual situation of high school classroom depth teaching,explore the characteristics of depth teaching,and put forward the current high school mathematics classroom depth teaching strategy,break the shackles of shallow teaching,promote the development to the deep teaching,in order to meet the needs of cultivating students’ core quality through depth teaching.In the first chapter of this paper,the research framework of this paper is formulated by analyzing the significance and development status of related theories.The second chapter of the relevant ideas are discussed and analyzed,which provides the direction and theoretical basis for the subsequent research.In Chapter 3,more than 400 questionnaires were distributed by two schools in Jinan and Tai’an,which found the relevant situation of in-depth teaching and deep learning in the current high school classroom and analyzed them,and concluded the current situation of high school mathematics classroom.At the same time,some front-line teachers were interviewed to understand their views on in-depth teaching.These views and results provided a good theoretical basis for the subsequent research and pointed out the direction for the subsequent strategies.The fourth chapter,from the perspective of teachers and students,puts forward the strategy of in-depth teaching,aiming to change the current shallow teaching problems,improve the teaching quality,and build an in-depth teaching classroom that cultivates students’ core quality.Chapter 5 completes the relevant teaching design according to the relevant strategies of Chapter 4.The sixth chapter summarizes the conclusions and deficiencies of this study.The study yielded the following conclusions:In terms of students,the vast majority of high school students can participate in the mathematics classroom teaching,and can think that the math class can have the depth to effectively promote the improvement of personal literacy.Less students will reflect and summarize after class.Students ’learning interest,motivation and perseverance play a positive role in promoting in-depth teaching,but students’ reflection and evaluation ability make little contribution to in-depth teaching.In terms of teachers,most teachers have learned and contacted with in-depth teaching,and believe that in-depth teaching can promote mathematics teaching and cultivate students’ core literacy,but for various reasons,not much is really carried out.At the present stage,the front-line teachers still consider the focus of the students’ scores,and the real implementation of in-depth teaching is still revealed on the surface.Through the above conclusions,a number of suggestions are drawn.From the teacher’s perspective,to put forward the exploration connotation of the subject,deeply grasp the nature of mathematics;revealing the mathematical sources,Investigate the mathematics teaching process deeply;strengthen the links between and within disciplines,discuss the mathematical connection in depth;cultivate students’ advanced thinking,dig deep into mathematical ideas and methods;focus on student development,deep evaluation of student learning and other strategies;from the perspective of the students,cultivate students’ construction ability,provide a clever use map table,build a knowledge system;strengthen the classroom interaction,let the students dare to ask questions deeply;for to students’ evaluation ability,put forward the strategies of cultivating students’ self-evaluation and his evaluation ability,while carrying out in-depth teaching,it also promotes the promotion of students’ core literacy.