Research On Teaching Practice Of High School Mathematics Inquiry-based Learning Under Core Accomplishment

After the new curriculum reform,in order to promote better learning for students,the educational concept advocates exploratory learning and teaching.However,with the continuous exploration of educational practice,the development of the high school mathematics inquiry learning teaching model has not been as smooth as expected,and a series of problems have appeared in the implementation process.Therefore,how to effectively carry out inquiry learning teaching is a problem that we need to consider at present.The core literacy of mathematics is the most basic requirement for mathematics education in the new era.The cultivation of the core literacy of mathematics is conducive to the overall development of students.Therefore,it is the inevitable trend of the current development of mathematics education to integrate the core literacy of mathematics into the inquiry learning teaching,optimize the teaching method,and improve the teaching quality.Based on the cognitive structure and constructivist theory,this article mainly adopts literature analysis method,questionnaire survey method,classroom method,interview method and experimental comparison method to investigate and study the current situation of inquiry learning teaching in the classroom.First of all,through books,electronic journals,master and doctoral papers,etc,we collected domestic and foreign literature and materials related to mathematics core literacy and inquiry learning teaching,and carefully studied and analyzed its concepts and theoretical issues.Secondly,through the investigation of teachers and students,it is found that the development of the teaching mode is not very good.Students tend to construct mathematics knowledge autonomously through inquiry activities,but their participation in the actual classroom is low,and the classroom presentation did not meet the teacher’s expectations;The students’ ability to explore mathematics is not very high,and many students have no way to start in the exploration;Some teachers have strong control over the teaching links of inquiry activities,and most of the conclusions are directly given,and students lack independent thinking and other issues.Then,through the analysis of the survey results,it is understood that the causes of the problem are as follows: Improper situation creation,ignoring problem solving;Rigid instillation of knowledge,lack of concept generation;Single teaching method,ignoring the combination of number and shape;Teacher control of teaching,lack of teacher-student interaction;Class is out of practice,lack of mathematical activities;Relying on problem sea tactics and neglecting calculation Link.In view of the above status and causes,this article combines the core literacy of mathematics and proposes corresponding improvement strategies: Create effective situations and penetrate mathematical modeling;Pay attention to conceptual structure and implement mathematical abstraction;Enrich teaching methods and strengthen intuitive imagination;Highlight the student body and develop logical reasoning;Pay attention to life experience and cultivate data analysis;Teach simple methods to improve mathematical operations.Finally,through a controlled experiment,the teaching effect is analyzed from both quantitative and qualitative aspects,and conclusions are drawn: Integrating core literacy into high school mathematics inquiry learning teaching helps to improve students’ mathematics learning performance and learning ability,enhance students’ interest in mathematics learning,improve teaching quality,and optimize teaching classroom design.