First, the meaning of mathematics core literacy
It is clearly stated in the new curriculum standard of mathematics that students' "mathematical literacy" should be cultivated step by step. Students' mathematical literacy includes mathematical problem consciousness, observation ability, thinking ability, problem-solving methods and strategies, consciousness and ability of consciously using mathematics, and also includes higher comprehensive literacy such as innovative consciousness, aesthetic value of mathematics and humanistic spirit. From the perspective of people's all-round development, students' core literacy embodies the requirement of "promoting people's all-round development and adapting to social needs", and stipulates the basic literacy and ability that students must have after a certain educational experience according to the law of students' development, which solves the educational problem of "what kind of people to cultivate" and is another interpretation of educational goals. Based on this purpose, students' core literacy should be related to the requirements of students' knowledge, skills, emotional attitudes and values, which is the basic guarantee for individuals to adapt to the future society, promote lifelong learning and achieve all-round development. For mathematics, core literacy refers to a comprehensive ability that students can achieve through comprehensive, phased and persistent learning.
"Mathematics literacy refers to the knowledge that an individual has to meet the needs of becoming a caring and thoughtful citizen in his current or future life, as well as the ability to understand the position and ability of mathematics in natural and social life, to make mathematical judgments and to participate in mathematical life." This view is intended to tell the majority of mathematics teachers to gradually cultivate students' mathematical ability, so that they can form mathematical consciousness through systematic and long-term study and solve problems with mathematical thinking when they encounter problems.
Mathematics Curriculum Standard for Compulsory Education (20 1 1 version) clearly puts forward the core qualities of 10, that is, sense of number, sense of symbol, sense of space, sense of intuitive geometry, sense of data analysis, calculation ability, reasoning ability, model thinking, application consciousness and innovation consciousness. Some people interpret this 10 core literacy as a "conceptual" thing. I think this view is inappropriate, because the core literacy we put forward here is not a specific goal, not specific knowledge and skills, but a literacy based on knowledge and skills, processes and methods, emotional attitudes and values, and is higher than knowledge and skills. It plays a guiding role in the research and design of mathematics textbooks, the development of mathematics activities, the evaluation of mathematics and even the arrangement of mathematics homework, and is of great significance to the research of mathematics teaching and the interpretation of mathematics textbooks.
Second, cultivate students' core literacy strategies
The 65,438+00 core quality of mathematics is something that is difficult to implement, and it is not knowledge that students can determine at a glance. Therefore, how to cultivate students' core qualities and what qualities students should master are particularly important for all ages and periods. As a junior high school math teacher, in this paper, I mainly want to discuss how to cultivate students' core literacy in junior high school math teaching. According to my exploration and practice in classroom teaching, I think we can cultivate students' core literacy from the following four aspects: 1. Improve teaching methods and cultivate mathematics literacy; 2. Improve evaluation methods and cultivate mathematical literacy; 3. Cultivate observation ability and mathematical literacy; 4. Develop mathematical thinking and cultivate mathematical literacy.
(A) improve teaching methods and cultivate mathematics literacy
Students' mathematical literacy can not be cultivated in a day or two, and it takes a long process to achieve it. In primary school mathematics teaching, optimizing and improving teaching methods plays an important role in cultivating students' mathematical literacy. Low-level students are young, with limited cognitive level and limited attention. Teachers should fully consider students' psychological characteristics when preparing lessons, make targeted arrangements for teaching design, truly establish a "student-oriented consciousness" in the classroom, take students as the main body of the classroom, gradually cultivate students' autonomous learning ability, make full use of cooperative learning, learn from each other's strong points, tap the curriculum resources behind the teaching materials, design colorful activities, rationally use mathematics teaching AIDS, and skillfully use multimedia technology when preparing lessons. Teachers should choose appropriate teaching methods and means in a specific teaching environment.
When teaching Tangram, I designed several activities when designing the lesson plan, considering that there are few students and I am not very focused. For example, when you know a jigsaw puzzle, you can greet others as a jigsaw puzzle, trying to attract students' attention through this kind of teaching activity close to life. Students consolidate tangram knowledge through self-introduction. When the students said I had three colors, the teacher shook hands with his classmates and said kindly, "Hello! Beautiful puzzle! " When the students said, "I have triangles, squares and parallelograms", the teacher shook hands with the students and said kindly, "So you have three kinds of figures, puzzles. Can I be your friend? " Through the dialogue with students, teachers not only make the classroom lively and interesting, but also achieve the purpose of timely evaluation. Through such a simple and interesting activity design, why not? As long as teachers devote themselves to studying teaching methods and constantly improving teaching forms, students' mathematical literacy will be gradually cultivated over time.
(2) Improve evaluation methods and cultivate mathematical literacy.
Evaluation is an important part of teaching. Teachers' teaching evaluation has the functions of value judgment, guidance, encouragement, feedback and improvement. Therefore, teachers should first pay attention to the comprehensiveness of evaluation. We should not only evaluate students' knowledge and skills, but also evaluate students' learning attitude, interest and motivation, so that students can feel the attention of teachers. We should not only pay attention to the performance of students in classroom learning, but also pay attention to the state of students studying at home, and combine school education with home teaching. Secondly, teachers should pay attention to the diversification of evaluation methods. Teachers can evaluate students in many ways, orally or in writing. It can be a material reward or a spiritual reward; Teachers can evaluate themselves, students can evaluate each other, and parents can participate, so that students can feel diversified evaluation methods and establish a correct view of learning through various evaluations, which is also conducive to cultivating students' core literacy.
(C) the development of observation ability, cultivate mathematical literacy
Observation and analysis are two very important qualities in mathematics learning. I think it is very important for junior students to cultivate a sense of numbers. Low-level students, especially first-year students, enter primary school and begin to study mathematics systematically. Their sensitivity and awareness of numbers are not high enough, and many students are not very clear about the meaning behind numbers. Therefore, teachers can encourage students to observe and do more in low-level classroom teaching, gradually cultivate a certain sense of numbers, and gradually deepen their understanding and mastery of logarithm. Then students will not be embarrassed when learning "the understanding of numbers". We often say that "number sense" is the mathematical perception formed by mathematics teachers in the process of mathematics teaching activities, which guides students to carry out specific mathematical thoughts and mathematical operations according to mathematical materials. It is a dynamic mathematics learning activity.
When teaching "Recycle Old Batteries", I consider that this course is based on the fact that students have mastered the addition and subtraction of hundreds of digits. Therefore, when (1) class and (2) class taught the question of how many pieces of waste batteries to recycle, I handled it this way: after the teacher worked out the formula on the blackboard, let the students cooperate in groups. In the process of group cooperation, the teacher first shows the cooperation requirements, encourages more students to start work, and expresses their opinions in the group. Finally, the representative sent by the group will be a little teacher who will show his algorithm to the whole class. Students in other groups can ask questions, ask questions and supplement. Through this teaching link, students' sense of number is gradually cultivated, and the pressure of learning "number understanding" and "number operation" is alleviated.
(D) Develop mathematical thinking and cultivate mathematical literacy.
Thinking is the generalization and indirect reflection of objective reality by human brain. Mathematical thinking is a form of thinking activity that uses mathematical methods to think and solve problems, which is what people usually call mathematical thinking ability, that is, the ability to think and solve problems from a mathematical perspective. When children learn mathematics, they must start with the concrete things they are familiar with in life and gradually start the abstract process of mathematics. It can't be called mathematics just to solve specific problems. It is against the essential attribute of mathematics to teach abstract mathematical operations without starting from specific things and divorced from specific practice. Students in the lower grades of primary school are in the period of germination and initial development of logical thinking, and it is also the period when mathematical concepts are initially formed. Therefore, junior teachers should consciously cultivate students' logical thinking ability and logical expression ability, develop mathematical thinking and cultivate mathematical literacy in classroom teaching. For junior students, cultivating their mathematical thinking ability is mainly to encourage students to speak a complete sentence and try to be organized when expressing their mathematical views.
In a word, students' mathematics core literacy can't be cultivated in one class or two. Teachers should guide junior students more patiently and meticulously, so as to lay a solid foundation for a deeper and higher level of mathematics literacy training in the future.