Investigation And Strategy Research On The Learning Status Of Plane Analytic Geometry Of Senior High School Students Under The Core Literacy Of Mathematics

The content of plane analytic geometry occupies a large proportion in high school teaching and college entrance examination.Especially after the reform of the new college entrance examination,the Mathematics Curriculum Standard for Ordinary High Schools(2017 Edition,revised edition in 2020)emphasizes that teachers should pay attention to the development of students’ mathematics core literacy in the education process of corresponding learning sections.In teaching,it is found that students have various trivial and easily overlooked problems in learning plane analytic geometry knowledge,mastering core ideas,developing mathematical ability,innovating mathematical thinking and cultivating mathematical core literacy.On the basis of the above background,combined with the theoretical study foundation of four-year full-time graduate students in the Master Program and three-year teaching practice experience,this paper will focus on investigating the current situation of students’ plane analytic geometry learning and the causes of difficulties,and give targeted learning strategies,which will provide reference for the implementation of mathematics core literacy in mathematics classroom,make up for the blank of research,and also provide reference for students’ plane analytic geometry learning and teachers’ teaching.By studying the new curriculum standard,senior high school textbooks and a large number of documents,and by means of Citespace software,this paper analyzes the research status and trends of geometry and mathematics core literacy at home and abroad from CNKI China Knowledge Network and Web of Science web analytics respectively.This paper introduces and analyzes the teaching content of each section of plane analytic geometry,involving mathematical ideas and related theories of pedagogy,which provides a theoretical basis for the strategy given in this paper.Design questionnaires for students and teachers,distribution and statistical work.Drawing lessons from Zhang Yaoguang’s three structures and Ubd theory,this paper designs a questionnaire on students’ learning status of plane analytic geometry from three dimensions:cognitive structure,knowledge structure and cognitive structure,and the teacher’s questionnaire is designed according to the students’ questionnaire.Online distribution,collection and statistics of questionnaires,with the help of Excel and SPSS19.0 software,students make statistics by school type,grade,gender and subject selection,while teachers make statistics by school type,teaching experience and professional title.The questionnaires of students and teachers are compared and analyzed.With the help of Excel and SPSS19.0 software,starting from the three dimensions of the questionnaire:cognitive structure,knowledge structure and cognitive structure,we can grasp the students’ learning status as a whole.The reliability and validity of students’ questionnaires are analyzed.Under the guidance of constructivism theory and Skinner’s conditioned reflex theory,each dimension of students’ "learning" is compared and analyzed according to school type,grade,gender and subject selection as variables.The first dimension of cognitive structure mainly investigates students’ interest and difficulty in learning plane analytic geometry knowledge.The five questions of the second dimension knowledge structure mainly investigate students’ mastery of plane analytic geometry knowledge and their understanding depth of knowledge logic system and mathematical thought;The third dimension knowledge structure mainly investigates the development of students’ core literacy in plane analytic geometry mathematics,and mainly investigates students’ ability to absorb and internalize mathematical knowledge;The reliability and validity of the teachers’ questionnaire are analyzed.Each dimension of teachers’ "teaching" is compared and analyzed according to the school type and teaching age(professional title)as variables,and the students’ learning situation is observed from the perspective of teachers.The design,investigation and analysis of students test paper and teacher interview paper are carried out.Under the guidance of SOLO classification theory,students test papers with 6topics and divide them into SOLO levels.After discussing with front-line teachers,we predict their grades according to the students’ situation and make a comparative analysis with the actual grades.The teacher interview volume is designed with six topics according to the contents of the questionnaire.Through interviews with several senior teachers,students’ learning situation is understood,analyzed and sorted out.Through the investigation and summary of questionnaires,test papers and interview papers,it is concluded that students have difficulties in mastering the unit framework,understanding the core idea of "coordinate method",understanding the essence of concepts,analyzing geometric characteristics and establishing the general solution method,which further affects the development of students’ corresponding mathematics core literacy.According to the investigation and the causes of students’ difficulties,combined with the current hot research related to the core literacy of mathematics,such as "big concept","deep learning","deep teaching" and "micro-innovation",this paper gives a comprehensive and indepth strategy and case analysis of students’ "learning" and teachers’ "teaching" of plane analytic geometry under the core literacy of mathematics.Students’ "learning " : first,attach importance to the core position of "coordinate method",carry out process-based deep learning,and develop mathematical abstract literacy;Secondly,starting from the sequence of unit chapters,we can achieve high path transfer and develop logical reasoning literacy;Third,observe the curve by hands,grasp the geometric characteristics of graphics,develop intuitive imagination and so on.Although the research object is mainly students,it is also inseparable from the efforts of teachers.Teachers’ "teaching" includes: first,teaching "big concepts" to develop students’ mathematical abstract literacy;Second,grasp the essence of concepts and develop students’ logical reasoning literacy;Third,pay attention to "micro-innovation" and develop students’ core literacy in mathematics.Three sections are selected for case analysis.From the perspective of Ubd theory’s "big concept",the teaching design of plane analytic geometry is carried out as a whole.The new teaching of Coordinate Method in Senior Two,Hyperbola and its Equation in Senior Three,and Hyperbola and its Equation in Senior Three are selected for case analysis.From Grade Two to Grade Three,three different classes are used to show how senior high school students can learn plane analytic geometry effectively under the core literacy of mathematics.