1. What concepts need to be updated in mathematics teaching to meet the requirements of Lide Shu Ren?
1. Update the concept of purpose. The focus of mathematics education should be the improvement of students' literacy. The unique function of mathematics teaching is embodied in three levels: mastering mathematical knowledge-developing mathematical ability-cultivating mathematical spirit. In this sense, mathematics teaching, as a group, should be fully responsible for the development of each student's mathematical knowledge, ability and spirit. Under the requirements of quality education, in order to face all students and reflect their hierarchy, we must lay a solid foundation-attach importance to the teaching of basic mathematics knowledge and skills; Grasp the core ―― attach importance to the teaching of thinking process in students' learning activities, and develop mathematics ability with thinking ability as the core; Highlight the soul-attach importance to the teaching of mathematical thinking methods, accompany the emotional process education of thinking process, and promote the effect of mathematical education to shift from the mathematical field to the non-mathematical field; Realize the spirit-establish mathematical consciousness and concepts, apply mathematical concepts and laws, and then form a habit of respecting scientific truth and a serious attitude towards life, so that mathematical knowledge, ability, spirit and personality can develop harmoniously.
2. Update the structure view. Mathematics teaching is flexible, but it is systematic and logical. Therefore, it is necessary to emphasize the teaching of the process of knowledge structure construction in teaching, and not be satisfied with clarifying the ready-made knowledge in books and the teaching ideas designed by editors. On the basis of embodying the enlightening teaching principle, we should try our best to help students understand the process of knowledge, especially to improve their overall understanding of knowledge, help students form a knowledge network and grasp the knowledge structure.
3. Update the concept of quality. The final result of mathematics teaching depends on the teaching quality. To evaluate the quality and effect of mathematics class, we should first look at the interaction and communication between teachers and students in the class, that is, how teachers talk, how students learn, whether students take the initiative in learning and whether their thinking is in a positive state. Secondly, we should look at students' grades, not just the exam results, but more importantly, we should comprehensively examine students' ability to find, analyze and solve problems. Finally, we should understand that students discover and solve mathematical problems and cultivate their ability to observe life and understand society.
4. Update the development concept. Dialectically treat the thought of mathematics education, and dynamically treat the purpose, structure and quality of mathematics education. The concept of mathematics education should be constantly updated with the progress of the times, the development of production and technology, and the development of teenagers' potential.
5. Update the teaching concept. Get rid of the teaching method of rote memorization and the concept of "only fraction teaching", and establish the concept of "fishing teaching" and applying what you have learned. The fundamental purpose of teaching is to teach students how to absorb mathematical knowledge and the ability to solve practical problems in life and production by using mathematical knowledge. Get rid of the three-centered theory of "teacher", "classroom" and "book", realize the teaching principle of "teaching as the leading factor and learning as the main body", and truly achieve the teaching purposes of "no anger, no prestige" and "no frustration, no development".
Second, to meet the requirements of Lide Shu Ren, what contents should be excavated in mathematics textbooks to improve students' literacy?
Generally speaking, mathematical literacy consists of six contents, which form a tower structure from low to high, followed by mathematical knowledge and experience, mathematical ideas and concepts, internal intelligence, non-intellectual factors, external intelligence and creativity.
1. Knowledge and experience are the most basic contents that students need to remember, and they are the premise and starting point for forming and developing other qualities. If the focus of mathematics education is the cultivation of ability, the starting point is the learning of knowledge and the accumulation of experience.
2. Mathematical ideas and concepts are developed on the basis of fully acquiring mathematical knowledge. Mathematical thought is the result of internalization of students' thinking mode. Mathematical thought refers to the idea of analyzing practical problems from the perspective of mathematics, which is the sublimation of mathematical thought. The consciousness and concepts, thoughts and methods, strategies and laws of mathematics in primary and secondary schools are mainly manifested in the five aspects mentioned in the first part.
3. Intrinsic intelligence is the synthesis of the observation, imagination, thinking and memory of the educated. It mainly refers to the general potential cognitive ability, which is implicit, extensible and fixed, and is the basis for solving complex problems and the premise of logical thinking.
4. Non-intelligence factors are an indispensable part of primary and secondary education, mainly including interest, motivation, emotion, will and personality. Non-intelligence factors are the conditions and inevitable results for students to give full play to their main role, with emotion as the core and interest and curiosity as the triggers. Teachers pay attention to emotional blending in class, advocate emotional teaching, stimulate students' interest and curiosity in mathematics learning, and leave suspense in lectures, which can better tap students' non-intellectual factors and integrate mathematics teaching into emotions, thus promoting the development of mathematics teaching.
5. External intelligence is the ability to solve practical problems based on knowledge and internal intelligence. Mathematics ability in primary and secondary schools mainly includes mathematics generalization ability, mathematics expression ability and mathematics imagination ability. There are also mathematical calculation ability, abstract ability, reasoning ability, intuitive thinking ability, explanation ability and application ability. If math teachers want to make a breakthrough in math teaching, they should consciously cultivate students' ability.
6. Creativity is stimulated by non-intellectual factors and formed on the basis of giving full play to external intelligence. It comes from knowledge, ideas and inner intelligence, and at the same time it is higher than general ability, which is the sublimation of general ability. Teachers' "refinement" and "seeking difference" in teaching are the ways and methods to cultivate students' creativity. "Refinement" means having high standards and strict requirements for key theories, and repeatedly consolidating and strengthening conclusions and methods. "Seeking differences" is to train students' thinking of seeking differences. The thinking of seeking differences is divided into radiation seeking differences, that is, radiating multiple answers and methods from the same condition; Seeking differences in the opposite direction, that is, starting from the same conclusion, exploring the conditions of literacy structure from all aspects; Comparing and seeking differences is to reveal the generic relationship between knowledge blocks from the connections and differences between problems.