Research On The Problems And Countermeasures Of "Number And Algebra" Teaching In Primary Schools Under The Guidance Of Core Literacy

Core literacy is the necessary character and key skills that students can gradually acquire over the course of their education to meet the demands of lifelong development and social development.Since the 18 th National Congress of the CPC,the development of core competencies has become the focus of education and educational reform to fulfill the fundamental task of moral education.After the 19 th National Congress of the CPC further proposed the implementation of the fundamental task of establishing moral education,the curriculum standards for compulsory education were revised and core literacy was formally proposed.Core literacy is developed throughout the primary,middle and high school levels in order to effectively carry out the fundamental task of establishing moral education.Mathematics is the study of quantitative relationships and spatial forms,and as one of the four main curriculum areas,"Number and Algebra" plays an important role in the compulsory teaching of mathematics to students.The cultivation and development of mathematical core literacy in the classroom teaching of "Number and Algebra" in elementary school,and using relevant ideas and contents to guide teaching practice,can help to realize the value of mathematics as a discipline for human development.The Curriculum Standards for Compulsory Education in Mathematics(2022 Edition)elaborates on the connotation and concrete performance of core literacy in mathematics,and makes certain adjustments to the content and teaching requirements of "Number and Algebra" in elementary education.To achieve better mathematics education,elementary mathematics teachers should strengthen their theoretical foundation,improve their teaching practice,and implement classroom teaching that meets the new standards.This paper systematically describes the basic tasks and requirements of teaching "Number and Algebra" in elementary schools under the guidance of core literacy,investigates the current situation of teaching "Number and Algebra" in elementary schools under the guidance of core literacy,finds the current problems of teaching and analyzes the causes in detail,and then The paper proposes effective countermeasures to optimize the teaching of "Number and Algebra" in elementary schools and effectively implement the core literacy training of "Number and Algebra" in elementary schools.The paper consists of introducing,writing and concluding.The following four parts are the main contents of the paper:The first part is a contingent analysis of teaching "Number and Algebra" in elementary schools under the guidance of core literacy.On the one hand,the basic tasks of teaching "Number and Algebra" in elementary schools under the guidance of core literacy are analyzed in depth,including the content requirements,changes in the curriculum and literacy goals.On the other hand,based on the new standards and related literature,the basic requirements of teaching "Number and Algebra" in elementary schools are elaborated from the perspective of core literacy in mathematics,which provides reference for the implementation of core literacy-oriented teaching of "Number and Algebra" in elementary schools.The second part of the study is a survey of the current situation of teaching "Number and Algebra" in elementary school under the guidance of core literacy.The study focuses on 240 elementary school mathematics teachers in Sichuan Province and Chongqing City,distributing questionnaires and using convenience sampling and the principle of proximity,selecting nine elementary school mathematics teachers for in-depth interviews,and conducting descriptive analysis,difference analysis,and correlation analysis on the findings in order to present a complete picture of the current state of teaching and learning.The third part is the problem and attribution of "Number and Algebra" teaching in primary school under the guidance of core literacy.The analysis shows that current elementary school mathematics teachers have some experience in implementing core literacy in mathematics,and the teaching effect in the field of "Number and Algebra" in elementary school is also obvious,but there are still some problems and confusions in teaching design,implementation and evaluation.For example,the theoretical foundation of core literacy and elementary school "Number and Algebra" is weak;the structured features are not enough;the cooperative inquiry and classroom practice are lacking;the evaluation and reflection of teaching need to be improved.Further analysis of the causes of the problems can be concluded: insufficient support for teaching and research,lack of awareness of independent development;insufficient teaching experience,teaching concepts need to be updated;limitations in subject knowledge,lack of task-driven thinking;evaluation criteria to be improved,ignoring some evaluation subjects.The fourth part is about the improvement measures for teaching "Number and Algebra" in elementary school under the guidance of core literacy.In terms of teaching cognition,we suggest four levels of teaching cognition,teaching behavior,teaching research and teaching support: to raise the awareness of independent development,to broaden theoretical understanding;to enhance the confidence in education and teaching,and to narrow the gap between cognition and behavior.In terms of teaching behavior,focus on the search for the essence of mathematics;advocate a structured teaching style;focus on the flexibility of cooperative inquiry;emphasize the flexibility of teaching practice;and realize the diversity of evaluation subjects.In terms of teaching research,conduct systematic teaching research;organize appropriate competition activities.In teaching support,pay attention to the rationality of teaching arrangement;emphasize the consistency of evaluation examination.