| At present,the transformation of quality education is urgent.Although the traditional mathematics teaching environment enhances students’ knowledge and skills,it is difficult to cultivate students’ mathematical thinking and activity experience,and the wave of "literacy" education provides an opportunity to promote the development of quality education.Among them,the development of "core mathematical abstraction literacy" is particularly important for students’ thinking activities,and in order to implement this literacy,the evaluation of high school mathematics teachers’ teaching behaviors has become an important basis and means.Therefore,this study used observation,interview and case study methods to create an observation and evaluation scale of students’ teaching behavior based on the connotation of mathematical abstract literacy and the actual classroom teaching situation,and applied it to the classroom observation practice,combined with the interview information and scale data to evaluate the teaching behavior of mathematics teachers in Zhangzhou X Middle School H.The results of the study showed that the teaching behaviors of H mathematics teachers for developing students’ mathematical abstraction literacy were single scenario introduction,which affected the development of students’ abstract thinking;insufficient time reserved for independent thinking,which neglected students’ representational construction;lack of communication opportunities,which lacked cooperation and interaction among students;focus on result-based evaluation and generalization,which neglected students’ mathematical experience.Based on this,this paper proposes teaching behavior strategies based on the development of students’ mathematical abstract literacy:(1)optimize the introduction level of the scenario,and reasonably establish the knowledge perception;(2)pay attention to the students’ main body,and create inquiry and cooperative teaching;(3)respect the students’ thinking,and strengthen the "process" development.This paper expands the teacher level of evaluating the development of abstract literacy in mathematics and provides a new way of evaluating the implementation of abstract literacy. |
