Research On Teaching Situation Design Based On The Core Literacy Of High School Mathematic

With the continuous reform of the basic education curriculum,the cultivation of students’ core literacy in mathematics has become the fundamental goal and task of teaching the mathematics curriculum in senior secondary schools.The Ministry of Education has clearly stated in the General Senior Secondary Mathematics Curriculum Standards(2017 Edition Revised 2020)(later referred to as the "New Curriculum Standards")that in the senior secondary mathematics curriculum,emphasis should be placed on cultivating and developing students’ core literacy in mathematics,and that the content of the curriculum should be contextualised in teaching to facilitate the implementation of core literacy in the subject of mathematics.At the same time,the reform of the GCE mathematics examination questions focuses more on solving problems in context and examining students’ core literacy in mathematics in context.Therefore,it is of great significance and value to create teaching contexts based on core literacy in senior secondary mathematics classroom teaching.In this paper,firstly,using the literature research method,the current literature related to core literacy in mathematics and context creation is sorted out,the current situation of research on core literacy in mathematics and teaching contexts is analysed,and the connotations of the core concepts mathematical core literacy and mathematical teaching contexts covered in the paper are studied.Secondly,based on the contextual cognitive theory,constructivist learning theory and Freudenthal’s "recreation" theory,the public platform of educational resources of the Ministry of Education is used as a medium to study the relevance of mathematics teaching contexts and mathematics core literacy by observing the teaching contexts presented in the teaching reality;at the same time,the opportunity of teaching practice is used to The study was carried out by going into the front line of teaching and interviewing front-line teachers to understand the current situation of integrating core literacy in mathematics classroom teaching practices,summarising the characteristics of the creation of contexts based on core literacy,and identifying the problems in the creation of contexts based on core literacy in mathematics teaching.Finally,in response to these problems,the principles and methods of teaching context creation are examined in relation to their own practical experience.Based on these principles and methods,a specific teaching case is designed using the concept and properties of functions in senior secondary mathematics as an example,with the expectation that the case will reflect the guiding role of theoretical foundations,reflect the principles and methods of context creation,and use context creation as a means to implement the mathematics classroom teaching goal of cultivating students’ core literacy in mathematics and the fundamental task of establishing moral education.