Research On Inquiry Teaching Of Mathematics Based On Core Literacy

With the development of the times,the demand for applied talents is increasing,and countries all over the world pay more and more attention to the cultivation of high-quality talents.In recent years,China’s proposal from "two basics" to "four basics" and "three-dimensional goals" to "core literacy" has also put forward higher requirements for personnel training.Mathematics Curriculum Standard for Senior High School(2017 Edition)also puts forward the core literacy of senior high school mathematics for the first time,which mainly includes mathematical abstraction,mathematical operation,intuitive imagination,logical reasoning,data analysis and mathematical modeling.At the same time,as an important part of mathematics education,"inquiry teaching" has been paid more and more attention,and how to cultivate core literacy in inquiry teaching is an important goal of this paper.In view of the above background,two questions are raised:(1)On the premise of cultivating students’ core literacy,how to improve mathemat ics teaching mode and give full play to teachers’ leading and students’ main role?(2)Under a certain teaching mode,how to study the teaching design of mathematical inquiry activities,how to better optimize inquiry teaching,cultivate students’ mathematical knowledge and emotion,and give play to the value of core literacy?In view of the above problems,through literature reading and practical teaching,the teaching mode of "four paragraphs and one evaluation" is put forward,and under a certain teaching mode,two knowledge points are selected as teaching examples: "isomorphism: isomorphism skills for comprehensive derivative problems" and "binomial distribution",and the teaching design scheme is compiled and displayed in class.Through the lesson example teaching,the whole process of inquiry teaching to cultivate senior high school students’ mathematics core literacy is realized.At the same time,in order to deeply understand the teaching effect after the implementation of inquiry teaching,senior high school teachers were interviewed,students were investigated by questionnaire,and analyzed by software.By analyzing the results,this paper explores students’ understanding of core literacy and inquiry teaching,so as to make more effective inquiry teaching design in future teaching and promote the cultivation of students’ core literacy in inquiry teaching.Through practice and investigation,it is found that inquiry-based teaching can effectively help students improve their literacy and learn mathematics better.Teachers also agree that appropriate inquiry-based teaching can enliven the classroom atmosphere and help improve the teaching effect.However,there are some problems in the actual teaching,such as the solidification of teachers and students’ thoughts,the tendency of teaching irrigation,the contradiction between teaching tasks and limited classroom time,and so on.In the future,further in-depth research is needed to cultivate students with inquiry teaching.