The determination of teaching objectives should fully consider the achievement of core literacy in mathematics teaching. Each specific learning content has the function of cultivating related core literacy, so when making teaching objectives, we should pay attention to establishing the relationship between specific content and the main performance of core literacy, and embody the main performance of core literacy in teaching requirements. For example, when determining the teaching goal of "number and operation" in primary schools, we should pay attention to the formation of students' symbol consciousness, number sense, quantity sense and operation ability; We should pay attention to the formation of students' spatial concept, geometric intuition and reasoning ability when determining the teaching goal of the theme of "the essence of graphics" in junior middle school.
(2) handle the relationship between core literacy and "four basics" and "four abilities"
The teaching goal of core literacy orientation is the inheritance and development of the teaching goal of "four basics" and "four abilities", and it is an effective carrier to develop students' core literacy, which puts forward higher requirements for the teaching goal of "four basics" and "four abilities". For example, we should guide students to observe the real world from a mathematical perspective while discovering and asking questions; While analyzing problems, I will think about the real world with mathematical thinking; In the process of solving problems by mathematical methods, the real world will be expressed in mathematical language.
(3) The setting of teaching objectives should be holistic and phased.
Core literacy is gradually formed in the long-term teaching process, and the main performance of core literacy in different periods reflects the stage of core literacy and the consistency between each stage. According to the connotation of core literacy and the main performance of different classes, combined with the specific teaching content, we should comprehensively analyze the characteristics of themes, units and class hours, design teaching objectives with themes and units as a whole, and refine the teaching objectives of specific classes around the unit objectives. Give full play to the guiding role of core literacy-oriented teaching objectives in the teaching process, and realize the advanced knowledge while embodying the advanced core literacy.
To achieve the core literacy-oriented teaching goal, we should not only grasp the relationship between teaching contents as a whole, but also grasp the relationship between the main line of teaching contents and the development of corresponding core literacy.
(1) Pay attention to the structure of the teaching content.
Teaching content is the carrier of implementing teaching objectives and developing students' core literacy. In teaching, we should attach importance to the overall analysis of teaching content and help students to establish a structured mathematical knowledge system that can reflect the essence of mathematics and support future learning. On the one hand, understand the source, structure, relevance, value and significance of mathematical knowledge, and understand the arrangement intention of course content and teaching content; On the other hand, we should strengthen our understanding of the essence of mathematics, attach importance to the realistic background of mathematical concepts, and guide students to establish a meaningful knowledge structure from the relationship between mathematical concepts, principles and laws. By integrating the teaching content with appropriate topics, students can learn to look at problems with a holistic, connected and developmental perspective, form scientific thinking habits and develop core literacy.
For example, the theme of "number and operation" in primary schools, while understanding the meanings of integers, decimals and fractions, should understand the consistency of the expression of integers, decimals and fractions based on counting units.
(2) Pay attention to the relationship between teaching content and core literacy.
In the teaching process, we should not only pay attention to the relationship between specific content and core literacy, but also pay attention to the relationship between the main line of content and the development of core literacy.
For example, the main line of "graphic cognition" in the field of graphic geometry, the first learning section, requires that in the process of understanding three-dimensional graphics and plane graphics, a preliminary spatial concept is formed through intuitive recognition and perception; In the second stage, it is required to understand the abstraction of graphics in the process of understanding the relationship between three-dimensional graphics and plane graphics, and gradually form the concept of space and preliminary geometric intuition; The third stage, in the process of measuring and calculating graphics, deepen the understanding of graphics from the perspective of measurement, understand the relationship of graphics, and further enhance the concept of space, sense of quantity and geometric intuition; In the fourth stage, in the process of learning the essence of graphics, the perception of core literacy rises from perceptual to rational, and it is necessary to gradually form reasoning ability on the basis of establishing spatial concepts and geometric intuition.
(1) Enrich teaching methods
Change the teaching method of single lecture, pay attention to inspiration, inquiry, participation and interaction, explore large-unit teaching, and actively carry out comprehensive teaching activities such as interdisciplinary thematic learning and project-based learning. According to different learning tasks and learning objects, choose appropriate teaching methods or a combination of various methods to organize teaching. Through a variety of teaching methods, students can feel the basic ideas, accumulate experience in basic activities, give full play to the educational value of each teaching method and promote the development of students' core literacy in the process of practice, inquiry, experience, reflection, cooperation and exchange.
(2) Pay attention to the overall teaching design of the unit.
Change the teaching design that pays too much attention to class hours, promote the overall teaching design of the unit, and reflect the internal logical relationship of mathematics knowledge and the relationship between learning content and core literacy performance.
The overall teaching design of the unit should analyze the essence of mathematics content and students' cognitive rules as a whole, reasonably integrate the teaching content, analyze the main performance of mathematics knowledge and core literacy in a class, determine the teaching objectives of the unit, implement them in all aspects of teaching activities, promote students' overall understanding and grasp of mathematics teaching content, and gradually cultivate students' core literacy.
(3) Strengthen the situation design and question raising.
Pay attention to the role of situational design and question raising in promoting students' active participation in teaching activities, so that students can gradually develop their core literacy in the activities.
Focus on creating real situations. The creation of real situations can start with social life, science and students' existing mathematical experience, and select materials that are close to students' life experience and conform to students' age characteristics and cognitive processing characteristics around teaching tasks (for example, 3 1, 5 1). Pay attention to the educational function of situational materials, such as materials reflecting the contributions of mathematicians in China, help students understand and comprehend the unique mathematical wisdom of the Chinese nation, and enhance their cultural self-confidence and national pride (cases 55 and 64). Pay attention to the diversification of situations, so that students can feel the wide application of mathematics in the real world and realize the value of mathematics.
Pay attention to rational design. Putting forward mathematical questions that can arouse students' thinking in real situations can also guide students to ask reasonable questions. Asking questions should arouse students' cognitive conflict, stimulate students' learning motivation, promote students' active inquiry, make students experience the learning process of mathematical observation, mathematical thinking, mathematical expression, generalization, migration and application, realize that mathematics is a tool, method and language for understanding, understanding and expressing the real world, enhance their ability to understand and solve practical problems, establish self-confidence in learning mathematics well, and develop good study habits.
Teaching activities in the field of synthesis and practice focus on solving practical problems, focus on interdisciplinary thematic learning, take real problems as carriers, and present them in the form of thematic activities or project learning, and comprehensively apply the knowledge and methods of mathematics and other disciplines to solve real problems, and strive to cultivate students' comprehensive qualities such as innovative consciousness, practical ability and social responsibility.
(1) Clarify the teaching objectives
Thematic activity teaching is the learning of mathematics content under the interdisciplinary background. Its goal is to guide students to observe the real world from the perspective of mathematics, express the concepts, relationships and laws of things in the real world with mathematical language, help students understand the relationship between mathematics and the real world, and cultivate their practical spirit.
Project-based learning teaching focuses on solving practical problems by mathematical methods, and its goal is to guide students to find the key elements to solve practical problems, analyze the relationship between elements and discover laws with mathematical thinking, cultivate model concepts, experience the process of discovering, asking, analyzing and solving problems, and cultivate application consciousness and innovation consciousness.
(2) Design teaching activities
In the teaching of theme activities, a complete and feasible activity plan should be designed, and the interdisciplinary theme background should be displayed by using information technology or making teaching AIDS. Referring to students' personal experience and existing knowledge accumulation, starting from the need of solving problems, we should clarify the mathematical knowledge and skills we have learned, put forward corresponding learning tasks, determine the form of learning activities, and clarify the form and requirements of learning results.
The problems involved in project learning are mainly open problems in the real world, and problem solving needs to transform real problems into mathematical problems. To solve mathematical problems, we should guide students to put forward reasonable assumptions, predict results, choose reasonable mathematical methods, have a clear understanding of the relationship between conditions and results expressed by mathematical models, test and modify models with real situations, and form materialized results, including project products, small papers or research reports.
(3) Pay attention to teaching evaluation
The evaluation of theme activities is based on teaching objectives, which mainly includes: students' understanding of relevant knowledge content, and their grasp of the relationship between realistic situation and mathematical expression; The performance of operability, thinking, communication and creativity in learning activities; Evaluation of materialized results such as works and reports in the learning process.
Project learning evaluation is based on teaching objectives, which mainly includes: students' understanding of problems in real situations, appropriateness of expressing problems in mathematical language, rationality of result prediction, implementation scheme of problem solving, thinking, communication and creative expression in the process of problem solving, and quality of project research results.
Pay attention to the role of big data and artificial intelligence in promoting the reform of mathematics teaching, improve teaching methods and promote the transformation of students' learning methods.
(1) Improve teaching methods
Teachers can use information technology to comprehensively process texts, images, sounds and animations. , enrich the teaching scene, stimulate students' interest in learning mathematics and their desire to explore new knowledge. Use special software and other teaching tools to carry out mathematical experiments, visualize abstract mathematical knowledge and promote students' understanding of mathematical concepts and the construction of mathematical knowledge. Using the technical support platform, online learning and classroom teaching are combined to carry out online and offline integrated teaching.
(2) promoting autonomous learning
Strengthen the integration of online cyberspace and offline physical space, break through the time and space limitations of traditional mathematics education, enrich learning resources, and create conditions for students to learn independently. Guide students to do a good job in time management, plan learning tasks, use digital platforms, tools and resources to carry out learning activities, strengthen self-monitoring and self-evaluation, and enhance autonomous learning ability; Home-school cooperation, the establishment of monitoring, guidance, evaluation and incentive mechanisms, timely communication and personalized guidance, to create a good environment for students to learn independently.