Research On The Teaching Design Of Middle School Mathematics Exercise Lessons In The Context Of Core Literacy

The Mathematics Curriculum Standards for Compulsory Education(2022 Edition)clearly puts forward nine core literacies in mathematics,stating that core literacies in mathematics are the centralized expression of the objectives of the mathematics curriculum.As the state strengthens the cultivation of students’ core literacy,teaching exercises in the curriculum is receiving more and more attention.As an important part of the mathematics curriculum,exercise lessons play an important role in the consolidation of students’ knowledge,the cultivation of essential character and key competencies,and the development of core literacies.The current phenomenon of emphasizing the results of problem solving over the process of problem solving and presenting a test-taking state in the teaching of problem solving lessons ignores the important function of problem solving lessons.In the context of core literacy,how to start teaching mathematics problem solving lessons and improve the quality of problem solving lessons becomes an important issue worth studying.This study mainly adopts questionnaire survey method,interview method,classroom observation method,test paper method,and experimental research method to focus on "What is the current situation of teaching middle school mathematics exercise class and what are the influencing factors?" "How to develop the teaching design of middle school mathematics exercise class in the context of core literacy?" "What is the effect of the teaching design of middle school mathematics exercise class integrating ADDIE model in the context of core literacy?" Three questions were used to start the research work.Firstly,we found the entry point of the study by sorting out the relevant domestic and foreign literature and summarizing the current situation of domestic and foreign researches;secondly,we adopted the questionnaire survey method to investigate the current situation of the teaching of problem solving lessons from two levels: teachers’ "teaching" and students’ "learning".Then,we proposed strategies for the teaching design of exercise classes and designed specific cases of exercise classes to provide a realistic basis for this study and to provide reference for front-line teachers’ exercise class teaching.Finally,the content of the chapter exercise class of "Quadratic Equations" was selected for teaching experiments,and a comprehensive analysis was conducted in the form of experimental and control groups from three aspects: changes in students’ performance,classroom performance and students’ interview results.The study shows that(1)the current situation of the teaching of middle school mathematics exercise lessons has: students have a good understanding of the importance of the status of exercise lessons;students’ learning effect is not satisfactory;most students are in a passive state and their subjectivity is not easily reflected;the level of students’ core literacy is low and needs to be developed;teachers have a good knowledge of the importance of the status of exercise lessons and core literacy;the teaching design of exercise lessons,including the number of topics,difficulty The teaching design,including the number of topics,difficulty,sequence,teaching methods,etc.,lacks certain scientificity;the teaching process tends to ignore the cultivation of students’ core literacy;the role of teaching feedback in the exercise lessons is not emphasized.The influencing factors are: students’ failure to adjust their learning methods in time;students’ lack of self-confidence in learning;teachers’ deviations in teaching concepts;problems in teaching methods and approaches;lack of scientificity in teaching design;and the tendency to ignore the evaluation function of exercise classes.(2)The teaching design strategies of middle school mathematics exercise classes in the context of core literacy include: changing educational concepts,improving the level of knowledge of core literacy in mathematics;setting reasonable teaching objectives and attaching importance to the cultivation of core literacy in mathematics;selecting appropriate teaching means and methods to develop students’ core literacy in mathematics;carefully selecting exercises to improve students’ core literacy in mathematics;providing timely evaluation feedback and paying continuous attention to students’ core literacy in mathematics development.(3)The average performance of students in the experimental class was significantly higher than that of the control class;the classroom atmosphere in the experimental class was more active and students were more motivated to learn;students in the experimental class generally thought that the new model of teaching exercises constructed was better.