Cultivating the Core Literacy of Mathematics
Organize rich teaching activities.
The organization of classroom teaching activities is the key to improve teaching efficiency and achieve the set goals, and at the same time, it can penetrate the core literacy more effectively. In the process of implementing teaching activities, teachers need to carry out teaching design according to the actual situation of teaching to ensure that the organization of teaching activities can be improved efficiently. For example, in the teaching of "Equation", after learning different methods to solve equations, teachers can organize students to learn and discuss "What models are there for common equations?" Then ask the students to sum up. "Axe? B=c, a-x=b and a? X=b "makes students' mathematical model thinking get exercise." The combination of numbers and shapes is of great significance to the development of students' thinking in images. The cultivation of students' mathematical thinking is to solve problems with mathematical thinking methods.
It is difficult for students to learn mathematics, especially after the third year of high school. Therefore, teachers can often organize students to participate in various activities in the teaching process, such as organizing students to go home after class to investigate some related life contents and record them with statistical tables. This long-term exercise method makes it easier for students to master the practical application in life, and at the same time, it can subtly help students gradually form mathematical thinking mode and solve problems with mathematics, so as to realize the all-round improvement and development of mathematical literacy.
Attach importance to cultivating students' thinking of combining numbers with shapes
In primary school mathematics teaching, many knowledge learning is suitable for using the idea of combining numbers with shapes, the most obvious of which is the catch-up problem in travel problems. In the process of explaining this kind of knowledge, teachers need to actively combine the actual situation of students and encourage students to cultivate the idea of combining numbers with shapes. For example, teachers can start by taking a bus in our daily life. When taking a bus, they often feel that some cars are driving fast, others are driving slowly, and sometimes they will find that the car behind them will overtake the car they are riding. Throwing such questions can further guide students to think.
"Students can think about it. If the two cars are at the same speed, will there be overtaking? If the speed of the two cars is different and there is a certain distance, under what circumstances will these two cars overtake? " This kind of questions can guide students to think further, and then introduce the idea of combining numbers with shapes, so that students can quickly understand the knowledge content, thus achieving good teaching results and fundamentally improving students' core literacy in mathematics.
Training Skills of Mathematics Core Literacy
Broaden the imagination space and improve the imagination ability of spatial thinking
Spatial imagination is one of the mathematical qualities that students must possess. It not only requires students to construct thinking space through intuitive objects or patterns, but also requires students to consciously construct multi-dimensional three-dimensional space graphics and mathematical models by using abstract thinking. Junior high school is a critical period for students to form good spatial imagination. In the daily classroom teaching of junior high school mathematics, it is necessary to pay attention to cultivating students' spatial imagination. In the traditional junior high school mathematics teaching mode, teachers usually cultivate students' spatial imagination ability by asking them to do problems or abstract imagination. This method is too simple and rude, and does not reflect the staged training characteristics of spatial imagination. Cultivating students' spatial imagination ability must be gradual, from simple to complex, from shallow to deep, so that students can fully absorb and digest the teaching content.
The author uses phased teaching in junior high school mathematics teaching to cultivate students' spatial imagination ability in a comprehensive and three-dimensional way. First of all, the primary transformation teaching of cubes is carried out, and the cubes are expanded from three-dimensional to expansion, so as to cultivate students' primary spatial imagination ability. Typical topics are how to combine a plane figure composed of six squares into a cube, what can and can't be done, and where is the position of each face; Secondly, the three-dimensional teaching of the cube connector is carried out, and the intuitive view of the cube connector is given, so that students can imagine the specific shape of the three-dimensional graphic and determine the parameters of the three-dimensional graphic by observing the front view, side view and top view of the three-dimensional graphic; Thirdly, build the skeleton of three-dimensional graphics, analyze the outer frame, internal lines, endpoints and angles of three-dimensional graphics, and be familiar with the construction methods of three-dimensional graphics; Finally, the properties and concepts of polyhedron, cylinder, sphere, vertebral body and irregular three-dimensional figure are taught to cultivate students' spatial imagination ability in an all-round way.
Shaping students' spatial imagination ability is a step-by-step process, so junior high school mathematics teachers need to use scientific teaching methods in daily practice teaching, from primary three-dimensional graphics to intermediate connectors to advanced irregular three-dimensional graphics teaching, step by step, and cultivate students' mathematical abstraction and intuitive imagination "core literacy".
Cultivate logical thinking and improve reasoning ability
Mathematics is a subject with both theory and logic. To learn junior high school mathematics well, we must have good logical thinking ability and reasoning ability, which requires students to have specific conditions according to the topic or situation, and use what they have learned to analyze and deduce from the conditions, so as to get the answers to the questions and interpret the essence of the questions. The author applies the situational teaching mode in the actual classroom teaching of junior high school mathematics, bringing students into the pre-created teaching situation, and students use logical reasoning ability to analyze the essence of the question, and then gradually get the answer to the question through imagination. For example, in the triangle ABC, AB=BC, where BC=4,? C=30？ Part of the triangle was stained with ink, leaving only BC and? C, please draw a triangle and find out the length of each side and the angle of each corner. When the triangle is stained with ink, students can draw a figure in different ways to find out the side length and angle. For example, some students make a picture with point B as the fixed point first. B=？ C, extend to both sides to their intersection point, the intersection point is point a ... Some students also make the center line of BC side, with? Point A can also be obtained from the intersection of side C, thus drawing a graph.
Using these methods to draw isosceles triangle needs to make use of the properties and characteristics of isosceles triangle. Students think about the key points and solutions of the problem through the conditions given in the situation. In the process of thinking and solving problems, students' logical reasoning ability is constantly tempered, and their knowledge is constantly updated and consolidated in this process.
Training Strategies of Primary School Mathematics Core Literacy
Infiltrate the core literacy of primary school mathematics into teaching design
Core literacy is often invisible and has no specific foothold, but in the teaching process, core literacy needs to be combined with the "three-dimensional goal" of students' teaching and gradually penetrate into teaching. This is a development from general to concrete and from general to special. In the whole teaching process, teachers need to design carefully, and in the design process, they can design enough space for students' growth. In the current primary school mathematics teaching, we can pay more attention to students and infiltrate the core literacy of mathematics teaching into teaching.
First of all, in specific teaching, teachers should explore the content of teaching materials, find the point of convergence between the core literacy of mathematics and the content of teaching materials, and design the core literacy in specific teaching. Secondly, in teaching, teachers should give enough strategic analysis in the design process to help students judge the realization method of what they have learned. Many times, teachers need to pay more attention to students, formulate corresponding core literacy training plans according to their characteristics, and gradually infiltrate core literacy in this process [1].
Organize teaching closely around core literacy.
When organizing teaching, teachers should closely follow the principle of cultivating core literacy, cultivate students and promote their all-round growth. For example, in the process of learning equations, teachers can discuss with students and come to the conclusion that the learning of equations usually includes AX+(-) B = C. A-x=b and a? Three models, such as X=b, can not only cultivate students' ability of induction and generalization, but also implement the cultivation of model ideas. This kind of teaching seems to increase the amount of teachers' teaching, but in the future teaching, students may be able to calculate more templates and build their own templates according to the known conditions. In the teaching process, teachers should take the initiative to give students room to try independently. The cultivation of core literacy is gradually infiltrated into students by teachers, and it can't be completed simply by indoctrination. Therefore, teachers should also take care of students' individual needs in the teaching process [2].
The author tried to give students the problem of turtles and rabbits in the same cage in mathematics teaching in grade three. Faced with this problem, the students also gave their own answers: a group of students solved this problem by drawing; A group of students look for answers by placing sticks; Another student found another way. In the group, he designed a sequence for each animal to lift one leg and then lift the other leg. After that, the chickens sit on the ground, and the number of rabbits can be calculated by splitting the remaining legs in two. The problem that a tortoise and a rabbit share a tortoise is a classic example in mathematics, but in traditional teaching, teachers directly teach students how to use mathematics to solve problems. However, in this class, in this attempt, students have completed the exploration task through independent attempt and inquiry, which can reflect the cultivation of reasoning ability, application consciousness and innovation consciousness. It can also be seen that the cultivation of students' mathematical consciousness needs the combination of teachers' development and students' growth. After all, the infiltration of mathematical consciousness can not be achieved only by the teacher's explanation, but needs to be gradually explored and explored in practice.
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