Research On The Current Situation Of Teaching Content Design And Improvement Strategies From The Perspective Of Core Literacy In Mathematics

In order to implement the core literacy-oriented teaching objectives,the Mathematics Curriculum Standards for Compulsory Education(2022 Edition)explicitly gives clear requirements on the implementation of teaching and learning.These requirements include teachers’ holistic grasp of teaching content,emphasis on structuring teaching content,and focus on the relevance of teaching content to the core literacy.These requirements not only guide teachers’ teaching design,but are also directly related to the excavation and organization of teaching content.At present,primary school mathematics teachers understand the teaching content in a rather extreme way,select superficial teaching content and organize it in a fragmented way.To promote core literacy in mathematics into teaching,teachers need to do a good job in the construction of the underlying content design,so as to keep the foundation of the quality of curriculum implementation.By documentary analysis,a framework for content design is constructed from the perspective of core mathematical literacy,including responsiveness,content understanding,content selection and content organization.The study used questionnaire and interviews to select a total of eight public primary schools in Chenghua District of Chengdu and Dongpo District of Meishan City as sample schools to understand the current situation.Subsequently,this thesis analyses the dilemmas of content design and its formation mechanism among primary school mathematics teachers.The study had the following findings.In general,primary school mathematics teachers were at a good level of responsiveness to content design oriented towards core mathematical literacy.They were able to realize the importance of implementation,but their enthusiasm and initiative for action needed to be enhanced.Primary school mathematics teachers’ ability to design content was at an intermediate level.Specifically in terms of the dimensions,primary mathematics teachers were at an intermediate level in terms of their ability to understand the content of instruction.Therefore,they should enhance their ability to tap into core mathematical literacy.Primary mathematics teachers were at a good level of competence in content selection.Accordingly,they were supposed to develop students’ self-constructed skills.The ability to organize content was at an intermediate level.As a result of this condition,primary school mathematics teachers should improve their ability to integrate unit content.Individual teacher factor differences had a significant impact on primary school mathematics teachers’ ability to design content around core mathematical literacy.These factors included responsiveness,years of teaching experience,grade level of instruction,job title and education.In addition,there was no significant correlation between teachers’ level of textbook interpretation and the appropriateness of content selection,but there was a correlation between low level of textbook interpretation,inappropriate content selection and poor content organization.There was a correlation between teachers’ responsiveness to content design and their ability to understand the content.The survey found that the higher the responsiveness of teachers,the relatively higher their ability to understand the content.The content design of primary school mathematics teachers from the perspective of core mathematical literacy faces internal and external dilemmas.First,the external support given by the school was hollow.Second,the perceptions of primary mathematics teachers were not aligned with their behaviors.Finally,primary mathematics teachers designed the content in a rather shallow way.There are three main paths of influence that form the dilemmas of instructional content design.A case study approach is used to refine improvement strategies based on the mechanisms that influence the formation of dilemmas.In summary,schools need to build a developmental teacher evaluation system and a process-based teaching evaluation system based on realizing value.It is only by focusing on the needs of the school and identifying its role that it will be able to build tangible mechanisms for teacher training and teaching research.Primary school mathematics teachers need to deepen their teaching content design process and aggregate the process of content design to form a closed loop.Specific improvements can be made in three ways.Firstly,primary school mathematics teachers should take using the materials well as a basis for extracting content clues,unifying core concepts and describing learning objectives.Secondly,with a focus on development,primary mathematics teachers select content that reflects social progress and promotes cognitive progression,and enhance the design of problem scenarios for authenticity.Finally,primary school mathematics teachers need to make grounding in learning structures a focus to improve case studies and to break down the walls that stand between content understanding and content organization.At the same time,by mapping units of learning,primary mathematics teachers are better able to guide their students in building the load-bearing walls between knowledge and literacy.