? With the deepening of curriculum reform based on core literacy, the content of synthesis and practice in junior middle school mathematics has been put into daily teaching activities as an independent plate. Comprehensive practical teaching is a learning activity with problems as the carrier and students' independent participation as the main body. It fills the gap in traditional courses, communicates the connection between mathematics and classroom in life, and lays a solid foundation for improving students' mathematical literacy.
? Keywords core literacy; Junior high school mathematics; Comprehensive practical teaching
In the new round of curriculum reform, core literacy has become the vane and main tone of curriculum reform in all countries of the world. In order to carry out the fundamental task of educating people with moral education, China successfully launched the project of cultivating students' core ideas in 20 14. Mathematics, as the basic subject of junior high school, is the leading subject of junior high school education reform. How to organize the comprehensive practical teaching of junior high school mathematics based on the core idea and how to effectively improve students' mathematical literacy is a subject that our mathematics teachers must face directly. Based on the theoretical study and practical teaching of the mathematics research group in our school, this paper talks about my own experience.
First, the significance of carrying out integration practice
Curriculum standard 20 1 1 has four parts in teaching content, and comprehensive practice is one of the important contents. This part embodies the requirements of mathematics curriculum and mathematics teaching reform, and also provides students with an opportunity to do, learn and understand mathematics through the process of integration and practice. Through comprehensive practical teaching, the following values can be embodied. First of all, integration and practice contribute to the development of students. Curriculum standards point out that integration and practice refers to a learning activity with problems as the carrier and students' independent participation as the main body. In the process of students' active participation in activities, students' practical ability and practical ability can be developed, students' interest in learning mathematics can be cultivated, students' confidence in mathematics can be enhanced, and students can learn mathematics through problem integration and experience and understand mathematics in the process of solving problems. Second, integration and practice contribute to the development of teachers. Teachers broaden their career and improve their knowledge and quality when developing and generating curriculum problems. Third, integrate the construction of practical courses. The setting of this section communicates the connection between mathematics and classroom in life, enriches and perfects the curriculum structure, and makes students realize that mathematics is related to life and mathematics is related to practice, thus inspiring my strong desire to learn mathematics well. Fourthly, integration and practice are helpful to cultivate students' awareness of application, innovation and model thinking.
Second, break through the bottleneck of integration and practice.
Mr. Tao Xingzhi said that a thousand religions teach people to seek truth, learn a thousand things and learn to be a real person. To break through the bottleneck restricting comprehensive practice teaching, we should start from the following two aspects.
? (A) teachers need to teach emotion
The feeling of education stems from the awe of life, and the source of education is life. Education itself is the cause of feelings, a person is lucky to have a good teacher, a school has a good teacher is the glory of the school, and a country constantly emerges good teachers is the hope of the nation. The classroom of a person without teaching feelings is lifeless, ridiculous and numb. As a teacher, we should give good lessons and good lessons. A wonderful classroom teaching can stimulate students' learning enthusiasm, give them a bright light of wisdom, establish the image and prestige of teachers' morality, and make them unforgettable all their lives. Therefore, as teachers, we should overcome job burnout, persist in learning, and light up students' heart lamp of seeking knowledge with broad mind, erudite style, humorous and optimistic passion and positive spirit.
? (2) Teachers need to change their ideas.
The educational reform is vigorous, the educational methods are changing with each passing day, and the educational pattern is constantly adjusted, from traditional education to internet plus education, from artificial intelligence to the new hardware era in the future. The wave of educational reform constantly impacts every educator and directly affects our educational effect and teaching behavior. Many people lose when they lose. We can't see, despise and understand new things. We must keep pace with the times and strengthen our study. As the saying goes, if you don't study for one year, you will know for two years, your colleagues will know, and if you don't study for three years, your students will know. British philosopher Bacon said that reading history makes people wise, epic makes people witty, mathematics makes people thoughtful and science makes people profound. Ethics makes people fickle, and everyone who has studied has character. Therefore, we should establish the belief of lifelong learning and cultivate the good habit of lifelong learning. We must endure loneliness, polish, have a solid and excellent discipline foundation, improvise classroom wit, have information literacy that keeps pace with the times, and have a rich and broad discipline vision and cultural heritage. We should be an ordinary grass-roots teacher, experience a solid foundation and basic ability to do this job well, and meet various teaching challenges with unique high cultivation.
Third, the implementation of comprehensive practical teaching strategies
? (A) learning curriculum standards, application of curriculum standards to guide teaching
Curriculum standard is a discipline criterion to implement the task of moral education and core literacy. It can guide teachers to establish a correct teaching concept and guide their own teaching practice. Different versions of textbooks are written around this standard. For example, in the knowledge of "application of inverse proportional function", the orientation of curriculum standard is to solve simple life problems with inverse proportional function. With regard to the teaching material content of this lesson, the first volume of the ninth grade of Beijing Normal University Edition has 6 big questions and 20 small questions, with an average of 3.3 small questions attached to each big question, while the People's Education Edition is arranged in the 26th chapter of the second volume of the ninth grade, * * 10. How to grasp this content well, teachers must be based on curriculum standards-be able to solve simple practical problems, and then grasp the teaching organization according to the school situation and learning situation.
? (B) the integration of teaching materials, according to the scientific teaching materials for accurate teaching.
Comprehensive practical teaching based on core literacy requires teachers to have strong teaching material integration ability. For example, in the teaching of the second classroom of inverse proportional function, the second volume of the ninth grade of People's Education Press, teachers take three cases and four cases in the textbook as the background, and combine the actual situation around them to design examples that are related to the situation of the city and the reality around them and closer to the lives of teachers and students. The three topics are designed from four disciplines: electricity, mechanics, biology and chemistry, which embodies the integration of learning and technology. At the same time, each example adds small questions to cultivate students' in-depth thinking.
? (C) Optimize grouping to promote students' full participation in practice.
Integration and practice teaching pays attention to problems, integration and practice, and requires students to participate in activities independently and in the whole process. Pay attention to students' active thinking, strong hands-on ability and strong language communication ability. In the process of students' active participation, we should develop practical ability and oral communication ability, cultivate students' interest in learning mathematics and enhance their confidence in learning mathematics. Scientific and reasonable study group is an important guarantee to implement the comprehensive practice content. This is because the knowledge integration between integration and practice is high and the ability to solve problems is high. Therefore, when forming a group, we must adopt the principle of heterogeneity in the same group, and coordinate the distribution of students' personality and specialties, so that everyone in each group has something to do, and everyone does everything for me. For example, when studying the topic of the ninth grade Design Report published by People's Education Press, arrange in advance for students to prepare for the weekend. In Monday's exhibition, it was found that no matter whether the students' mathematical foundation was weak or not, each group of students participated in the activities, including those who collected information about the runway on the Internet, those who were in charge of technology and arrangement, and those who drew, colored, showed and supplemented. They constantly find problems in solving problems, analyze and solve problems again, experience the diversity of solving problems, and better understand others in exchanges and cooperation with others.
? (D) objective evaluation, strengthen the correct guidance of public opinion.
Curriculum standard 20 1 1 emphasizes that students' knowledge and skills, mathematical thinking, problem solving and emotion are not isolated in the process of mathematics learning. Therefore, when evaluating students' performance in practical activities, we should pay attention to the overall evaluation of students' learning process, analyze students' performance characteristics and development changes at different stages, and improve students' learning confidence through multi-angle and multi-index evaluation. At the same time, by evaluating students' mutual communication, they can not only have more opportunities to express their ideas, but also internalize their behaviors to reflect and learn from each other's strengths. For example, in the third class of Chapter 23 of the first volume of the ninth grade of People's Education Edition, when teaching "Graphic Design", students design works of different types and colors through careful design. In the way of evaluation, through self-study, students are required to write an article on me and my works. Students' writing forms include expository writing, argumentative writing, and poetry, and from the content, there are works introduction, attitude reflection and emotional expression. At the same time, through visits, exchanges, exhibitions and sharing, students' mutual evaluation and teachers' and students' comments, students' creative passion and re-understanding of learning are fully stimulated.
? (E) Qi Xin cohesion, forming a comprehensive integration pattern.
As we know, one person walks fast, and many people walk far. To truly implement the comprehensive practical teaching of junior high school mathematics, we must form a comprehensive and integrated pattern. The first is to form a cooperative teaching team. Teachers in the same teaching and research group should combine the teaching materials of this school year and the students' situation of this grade, and agree with * * * on the specific implementation of comprehensive practical teaching chapters or specific life problems, and then design the implementation plan and submit it to the teachers in the same group for feasibility analysis. Or cross-grade collaboration for team teaching. In addition, teachers from other disciplines can be invited to complete the knowledge related to other disciplines. The second is formation, in which teachers and students participate in learning together. In comprehensive practical teaching, teachers are not only normal role-playing, but also participants in activities. They can set up research topics and study with students. In practice, teachers are the core and students are the main body of learning. Classroom teaching is the basis of practical activities, which are the continuation of classroom teaching and the necessary supplement and perfection of high-quality classroom teaching. Comprehensive practical teaching shows a positive impression in practical activities, and keeps students' way of thinking open by constantly stimulating their learning vitality and expressing their desire.
In a word, synthesis and practice have gone from behind the scenes to before the stage, and the depth and breadth of its application have been unprecedentedly developed. It emphasizes hands-on and practice, which improves students' interest in learning mathematics and cultivates students' innovative spirit and practical ability. In the future, we should carry out comprehensive practical teaching courses, integrate parents and social resources, expand the content of comprehensive practical courses, and give students a bigger stage to design and practice. Generate wisdom with wisdom, stimulate creation with creation, and make the comprehensive practical activity course show its unique educational function under the core literacy.
References:
[1] Curriculum Standard for Compulsory Education formulated by People's Republic of China (PRC) Ministry of Education (20 1 1 version) [m] 2012 (1): 21,26,41.
[2] Interpretation of Compulsory Education Mathematics Curriculum Standards (20 1 1 Edition). Organization of Expert Working Committee of Basic Education Curriculum Textbooks of Ministry of Education [M].20 12(2):233-260.
[3] Compulsory Education Textbook, Beijing Normal University Edition, Grade 9, Volume 1 [M] .2014 (6):158-160.
[4] The textbook of compulsory education, People's Education Edition, the first volume of ninth grade mathematics [M] .2014 (8):14-15.
[5] Feng Yu. On the experience of open teaching of comprehensive practical activities in junior middle school mathematics [J]. Educational innovation, 20 19(4):30
Note: This paper is the phased research result of the educational science planning project (special project) of Pingliang City, Gansu Province (project number: [20 19]PLJZ038), "Action research on comprehensive practical teaching of junior high school mathematics based on core literacy".
(Author: 1.2 Huating City Shenyu Junior High School Gansu Huating 744 100)