Practical Research On Cultivating High School Mathematics Thinking Ability From The Core Literacy Perspective

After the Opinions of the Ministry of Education on Comprehensively Deepening the Curriculum Reform and Implementing the Fundamental Task of Morality Establishment and People Cultivation was promulgated on March 30,2014,the majority of educators have focused on the popular research direction of "core literacy".The cultivation of high school mathematics thinking ability is a key carrier to implement core literacy,and the research on the cultivation of high school mathematics thinking ability from the perspective of core literacy is necessary.Firstly,the concepts and relevant literature of core literacy and mathematics thinking ability are summarized,the relationship between the two is discussed,the current high school mathematics teaching objectives are analyzed,and the necessity of cultivating mathematics thinking ability from the perspective of core literacy is discussed.On the basis of the above theories,the theory of zone of proximal development,cognitive theory and constructivism theory are integrated,and the function teaching of high school freshmen is taken as an example to discuss how to implement the mathematics thinking ability in practical teaching.Firstly,the methods of questionnaire and interview are adopted to investigate the present status of the cultivation of mathematics thinking ability in high school.According to the survey,the following factors affecting students’ mathematics thinking ability are found,such as students’ unreasonable cognitive structure,the lack of attention to the cultivation of students’ thinking quality and thinking process,the narrowing of the cultivation of mathematics thinking ability,the easiness to generate stereotype in the imitation training of problem solving and so on.Thus,the deficiencies still exist in the cultivation of mathematics thinking ability in the current reform,and countermeasures need to be proposed from a new perspective.The suggestions are proposed from four aspects to cultivate high school mathematics thinking ability,which is conducted by starting from the perspective of core literacy.In the aspect of the mathematical cognitive structure,is necessary to "return to the truth and construct a chapter knowledge system full of logic","focus on the basis of knowledge and thinking and find out students’ proximal development zone".In the aspect of thinking quality,it is necessary "enhance the depth of mathematics abstraction and prevent superficial understanding","improve the flexibility of thinking and break through the stereotype","increase the vastness of thinking and overcome narrow understanding","cultivate the criticism and creativity of thinking and overcome the consciousness of blind obedience","cultivate the preciseness of students’ thinking and make them get rid of bad habits".In the aspect of infiltrating the mathematics thinking and methods in mathematical reasoning,it is necessary to "infiltrate mathematics thinking and methods based on concept formation","apply mathematics thinking and methods based on theorem deduction","train mathematics thinking and methods in problem solving process","refine mathematics thinking and methods in organizing and summarizing knowledge".In the aspect of exposing the process of mathematics thinking in problem solving,it is necessary to "set the problem situation and establish the starting point of thinking","advocate independent thinking and guide the process of thinking","enhance reflection and communication for the expression of thinking".The above strategies are practiced in the function teaching of freshmen in high school.Some contents are selected for case study,the training effect is found to be good,and the students’ mathematics thinking ability has been improved.