Research On Teaching Strategies Of Improving High School Students’ Mathematical Language Ability From The Perspective Of Students’ Core Literacy

The mathematics curriculum standard of senior high school(2017 Edition)clearly puts forward that mathematics teaching should cultivate students’ six core qualities.The implementation of the cultivation of core quality and the improvement of students’ mathematical language ability cannot be ignored.Followed by three reasons: First,mathematical language is an important part of mathematical knowledge system and the carrier of mathematical knowledge,mastering mathematical language is the basis of mathematical learning;Second,there are various forms of mathematical language,for the same mathematical problem,using different mathematical language expression can obtain different effects,understand and master various mathematical languages,and be proficient in the conversion of multiple mathematical languages,which is conducive to students’ understanding of the essence of mathematical problems;Third,mathematical knowledge has been widely used in many disciplines,mathematical language has gradually become the core language of the discipline,cultivating students’ good mathematical language ability will enable them to better face future challenges and adapt to the internal ability needs of individuals in the future social development.In short,mathematical language is a professional language with mathematical characteristics.It is an important tool for teachers to transfer mathematical knowledge and students’ mathematical thinking and expression.Paying attention to the teaching of mathematical language and the cultivation of students’ mathematical language ability can effectively improve students’ mathematical thinking ability,develop good learning habits,and promote the cultivation of students’ core literacy.From the existing research results at home and abroad,the research on the cultivation of students’ mathematical language ability is mostly the introduction of experience,does not build enough theoretical basis for support,and lacks the empirical research on students’ psychological activities of mathematical language learning and mathematics classroom teaching.Therefore,this thesis will focus on the training strategies to improve senior high school students’ mathematical language ability under the concept of core literacy,and discuss and explore from two aspects:theoretical research and practical research.Through the questionnaire survey data,this thesis analyzes the current situation and influencing factors of senior high school students’ mathematical language ability,and analyzes the correlation between their mathematical learning achievement and mathematical language ability through teacher-student interviews and classroom teaching observation.From this,we can get the following conclusions:(1)Students’ conversion ability and construction ability of mathematical language are low;(2)The strong abstraction of mathematical concepts is the main factor affecting students’ mathematical language ability;(3)Students’ mathematical language ability is positively correlated with their mathematical learning habits and mathematical learning achievements.On this basis,combined with teaching practice,this thesis attempts to put forward teaching strategies for the improvement of senior high school students’ mathematical language ability,and try to carry out relevant teaching design,in order to provide useful reference for senior high school teachers.