First, create a life situation and cultivate interest in mathematics
Confucius said, "Knowing is not as good as being kind, and being kind is not as good as being happy." For the cultivation of students' core literacy, students' interest in learning mathematics should be put in the first place, and learning should be completed as initiative and happiness. In the teaching process, actively create interesting life situations, optimize teaching methods, and cultivate students' interest in mathematics. When students have a strong interest in learning, they often become sensitive to the perception of numbers, and even capture a large number of phenomena containing mathematical knowledge to enrich their mathematical experience. Guide students to mobilize their existing life experience to understand mathematics knowledge, so as to enhance their interest in mathematics step by step. For example, when teaching "Year Month Day", based on the actual life of students and teaching, multimedia technology is used to create a life situation for students' birthday parties, guiding students to ask questions about their birthdays in the situational experience, or to ask an interesting thing that happened on a certain day of a certain year. In this kind of life experience, students can combine their own life experience and independently apply what they have learned in mathematics, so as to cultivate students' good interest in mathematics driven by the relationship between life and mathematics.
Second, master the operation method and cultivate a good sense of numbers.
To improve students' mathematics literacy, we must first improve the quality of mathematics teachers. Students' core literacy requires teachers to carry out a series of systematic teaching. In this regard, teachers should personally establish a correct concept of literacy teaching, one is to embody the concept of "people-oriented" in teaching, and the other is to embody the concept of "lifelong learning" in mathematics teaching. We must adhere to the concept of "student-oriented" and make a teaching plan according to the actual level of students. Secondly, primary school mathematics teachers should pay attention to teaching reflection, constantly improve and optimize existing teaching measures, update their mathematics knowledge in time, strive to improve their teaching quality and better improve students' core literacy. Strengthen the connection between mathematics and life, let students learn to think about mathematics problems from a practical point of view, and let students learn to use what they have learned to solve life problems. This is the meaning of learning mathematics. Therefore, teachers should start with situational teaching, carry out life-oriented mathematics teaching, and further cultivate students' core mathematics literacy. Let students realize the transfer and application of mathematical knowledge in virtual scene, and stimulate students' interest in learning mathematical knowledge. For example, in the teaching of "addition and subtraction within 100", the test question: "The thermos in the supermarket is 27 yuan, and the kettle is more expensive than that in 39 yuan. How much does it cost? " In class, students' ability to use mathematical knowledge is tested by listing relevant test questions. According to the topic, the price of a kettle should be the price of a thermos plus 39 yuan, so the price of a kettle is: 27+39=66 yuan. By enumerating questions closely related to life, we can improve the connection between current knowledge and real life, further improve students' application of mathematical knowledge and improve their mathematical literacy.
Secondly, before carrying out inquiry teaching, teachers should guide students to find their favorite mathematical knowledge points and stimulate students' enthusiasm for mathematical knowledge research from their interests. For inquiry teaching, it can be carried out through group cooperation, and through mutual cooperation, students' ability to use mathematical thinking methods can be further improved. For example, in the exercise of "grams, kilograms, tons", the situation of fruit sales in fruit shops is as follows: According to the topic conditions and unit conversion, we can know that apples sold 14 kilograms, peaches sold 2000 grams and strawberries sold 3600 grams in the afternoon. Starting from these conditions, students can explore: How many kilograms of fruit do fruit shops sell every day? What kind of fruit sells the most? Through inquiry learning, we can not only exercise students' ability of addition and subtraction, but also further improve students' ability of unit conversion, improve students' ability of applying what they have learned and improve students' core literacy level in mathematics.
Third, carry out practical activities and cultivate inquiry ability.
The so-called practical activities mean that students choose and participate in some community and social practical activities from their own lives under the guidance of teachers' teaching. In practical activities, students gain direct experience and develop practical experience. Students form the ability to find, think and solve problems in specific activities, and cultivate students' inquiry ability. Taking the comprehensive practice of knowing kilometers as an example, this activity is divided into two parts in teaching activities. Among them, the first part is "walk and see", which guides students to take a look in the playground, community, park and other places in the form of groups after learning new knowledge and feel what 1 km is. The second part is "check and fill in". After the teaching activities, design practical homework: students will be grouped to measure the length of the runway in the school playground. Measure the distances of 50m,100m and 200m with a tape measure. And take a walk to see how long it will take and experience the distance difference. In such practical activities, students can not only experience kilometers personally, but also gain the development of inquiry ability such as sorting out and analyzing data in the process of knowledge consolidation.
In short, under the cultivation of students' core literacy, teachers should adopt diversified teaching methods and multi-channel ways to cultivate students' core literacy in mathematics in the process of knowledge teaching: actively create life situations for students and cultivate students' interest in mathematics; Guide students to master good calculation methods and cultivate a good sense of numbers; Effectively guide students to ask divergent questions and cultivate diversified thinking; Practically carry out extracurricular practical activities, cultivate inquiry ability ... and let them improve their core literacy ability in mathematics through independent participation.