Research On The Teaching Design Of Series Unit From The Perspective Of Mathematics Core Literacy

In the 21 st century,mathematical literacy has become a hot topic in mathematical education research.In order to implement the requirements of the 18 th National Congress of the Communist Party of China on establishing morality and cultivating people,researchers in China have condensed the core literacy of various disciplines based on the nature of the discipline.Mathematics core literacy defines the key abilities,quality of thinking and correct values that students should achieve after learning mathematics courses,leading the current mathematics curriculum reform.The classroom teaching led by the core literacy of mathematics pays attention to the integrity of mathematics,the coherence of logic and the consistency of thought,and the unit teaching design of reconstructing the content and teaching system of mathematics based on the core literacy has become the need of realistic mathematics teaching.Based on this,this study focuses on the value pursuit of literacy based unit teaching,and takes the high school series content as the carrier to explore how to design unit teaching.Firstly,through literature analysis,this paper sorts out relevant research on core mathematics literacy and unit teaching design,and clarifies the connotation and connection between the two.Meanwhile,it classifies and summarizes relevant research on number series to clarify the current situation of number series learning and teaching,so as to provide support for subsequent research.Secondly,questionnaire and interview are used to investigate the situation of unit instructional design carried out by high school front-line mathematics teachers,and qualitative analysis is carried out according to the results of the two investigations,so as to deeply understand the current high school mathematics teachers’ understanding of the concept of unit instructional design,as well as the problems existing in practical operation and causes.The results show that the first-line mathematics teachers’ understanding of unit teaching design is not enough,the design of unit teaching objectives and evaluation is not proper,the reflection of unit teaching is not enough,and there are differences in the implementation of unit teaching of teachers in different levels of schools,different years and teaching years.Thirdly,based on literature research and empirical research,the values,principles and strategies of core literature-oriented unit instructional design are explained.In view of the problems and crux of the investigation,the teaching strategies are put forward: to clarify the basic sets of mathematical objects,infiltrate ideas and methods;Strengthen the guidance of general ideas,lead students to learn to learn;Create high quality situations and problems to guide students to participate in math activities;Strengthen the exploration of mathematical objects and their properties,and develop the core literacy of mathematics.Finally,the paper optimizes the logic of the literature-oriented unit instructional design according to the strategy.On the basis of the above theoretical research,it gives a specific case of the series unit instructional design.