| At present,one of the basic concepts of the reform of China’s senior secondary mathematics curriculum is that "the teaching of senior secondary mathematics is oriented towards the development of students’ core literacy in mathematics".In order to comply with the curriculum reform,a variety of new teaching models have emerged,the common feature of which is that students are the main body and teachers are the guide.Among the many teaching models,the guided teaching model is the most widely used.It focuses on the process of student learning,cultivates students’ mathematical thinking,and stimulates students’ motivation to explore knowledge on their own.In many developed areas of education,the guided learning model has been implemented for many years and is becoming more and more mature,while most teachers in the mountainous region of southern Ningxia,where the author is located,a remote and backward place in terms of educational resources,still use the traditional teaching model for teaching.In the social environment of exam-oriented education,the traditional teaching model does not enable students to improve their core literacy in mathematics,which seriously affects the subsequent development.The use of the core literacy-oriented guided teaching model not only improves classroom efficiency,but also develops students’ core literacy in mathematics.If a ready-made guide is directly put into the classroom,various problems are bound to arise in the learning process,because the copied guide may not necessarily fit the learning situation and may not incorporate the cultivation of core literacy,and the guide should be different for different lesson types.Therefore,this paper focuses on the preparation and application of the guide plans for high school mathematics concept,proposition and problem solving classes based on core literacy,and proposes optimization strategies for the preparation of different types of guide plans for high school mathematics.In this paper,the problems of guided study plans in high school mathematics teaching are studied through literature research method,and the problems of guided study plans before class,problems of guided study plans during class and problems of guided study plans after class are analyzed in the context of core literacy for teachers and students.Using questionnaires,we investigated students’ learning in high school mathematics classroom based on core literacy,which reflected that students have problems in learning methods,poor thinking skills and poor arithmetic skills.A questionnaire survey was also used to find out the extent to which school mathematics teachers understood and implemented the specific contents of core literacy.The interview method was used to communicate with front-line teachers to clarify the difficulties that students would encounter in the conceptual,propositional,and problem-solving classes of high school mathematics in the context of the proposed core literacy.The structure and design of each part of the core literacy-oriented high school mathematics concept,proposition,and problem solving lessons were optimized to develop a core literacy-oriented lesson plan that fits the students’ learning context.The optimized lesson plans were then put into teaching practice.Through the experiment,it was found that the core literacy-oriented lesson plans could further improve students’ cognitive level and subject core literacy in mathematics teaching compared with the traditional teaching mode,thus achieving the purpose of improving classroom efficiency and cultivating students’ core literacy. |
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