On The Backward Design Of High School Mathematics Via Core Literacy

Backward design is a teaching design mode that starts from the expected results that students want to achieve,designs teaching evaluation according to the requirements of curriculum standards,and finally designs teaching activities.The core literacy of mathematics is the core content of high school mathematics in the new curriculum reform.The traditional teaching model tends to ignore students’ learning goals,and it is difficult for teachers to grasp the students’ understanding of knowledge.The backward design of high school mathematics based on core literacy is based on education.It emphasizes that teachers start from the cognitive level and psychological characteristics of students,pay attention to students’ needs and how to achieve them,and follow the reverse teaching process of "teaching objectives-teaching evaluation-teaching activities-teaching reflection",so that teaching has a direction and is effective.Approaching the teaching goals in a method and realizing the transformation from focusing on "teaching of teachers" to focusing on "learning of students" is conducive to the cultivation of students’ core literacy.This paper studies from four aspects:The first part is to study the relevant theories of the backward design of high school mathematics based on the core literacy in combination with the research on the mathematics core literacy requirements and the constructivist learning theory proposed by the new curriculum standard.The second part is a questionnaire survey and teacher interviews on the current high school mathematics teachers’ implementation of core literacy in teaching design.Through the analysis of the questionnaires and interview records,it is concluded that there are still certain problems in the current high school mathematics teachers’ teaching design.For example,teachers are not familiar enough with the content of core literacy and its level division,do not pay enough attention to teaching design itself,teaching goals do not point to core literacy,and teaching evaluation methods are single,etc.,which are not conducive to the achievement of students’ core literacy goals.The third part is to carry out the research on the backward design of high school based on core literacy,determine the specific steps of backward design based on core literacy,and take the"trigonometric function"chapter of high school as an example to carry out unit design.Trigonometry unit for practical teaching,in order to test the effectiveness of the backward design.The fourth part evaluates the teaching design from the perspectives of teachers and students,and reflects and summarizes the evaluation results to further improve and enrich the teaching design,promote students’ understanding and development,and implement the cultivation of students’ core competencies in mathematics.