I, through the junior high school mathematics teaching practice to implement the core qualities of student development
The core qualities of student development clarifies "what kind of character and ability should be cultivated in the 21st century", which can be used to lead and promote the professional development of teachers, and to guide the teachers to better implement the Party's education policy in daily teaching, and change the current situation. It can guide and promote teachers' professional development, guide them to better implement the Party's education policy in their daily teaching, and change the current phenomena of "subject-oriented" and "knowledge-oriented". In addition, through the leadership of students' development of core literacy, we can help students clarify the direction of their future development and motivate them to make continuous efforts towards this goal. The development of students' mathematical core literacy is carried out in mathematics teaching, so that mathematics teaching can serve the purpose of students' development of core literacy is an extremely urgent task in front of the majority of mathematics teachers.
The cultivation of students' mathematical core literacy should be implemented through mathematics teaching and practical mathematics activities. Mathematics teaching activities are the main way to cultivate the core literacy of mathematics. The six aspects of the core literacy of mathematics in the middle school stage of the connotation, the value of the discipline and the value of education, performance and other aspects of the requirements have unique characteristics, to be carefully scrutinized, accurately grasp, and effectively throughout the mathematics teaching activities.
"Mathematics is a culture of mankind, and its content, ideas, methods and language are an important part of modern civilization". In mathematics classroom teaching, not only should we see the knowledge and skills of mathematics, but also the thoughts, spirit, concepts and values hidden in mathematical knowledge....... Let mathematical literacy insert the wings of culture and take off in the mathematics classroom, so that the process of mathematical education can become a process of the development of learners' cultural literacy, and to enhance the value of mathematical education. The integration of mathematics culture into the classroom is one of the effective ways to cultivate students' students' development of core literacy.
1. Recreate the process of mathematical creation with the history of mathematics, and cultivate students' humanistic underpinning literacy. The study of the history of mathematics can reflect the origin and development of mathematical concepts, mathematical methods, mathematical ideas and their connection with the socio-political economy and general culture. The history of mathematics demonstrates the history of the emergence and development of mathematics, and becomes a concentrated expression of mathematical knowledge, mathematical ideas and mathematical methods. Teaching as much as possible to allow students to re-experience the origin, development and evolution of mathematical content, so that students according to their own experience, with their own way of thinking, to re-create the relevant mathematical knowledge, so as to stimulate the heart of the rare sense of achievement and pride.
2. Telling the story of mathematicians with important concepts as the guide line to cultivate students' scientific spirit. Classroom introduction of mathematicians anecdotes, not only can stimulate students' interest in mathematics, but also enable students to feel hidden in the theorem behind the wisdom and will of mankind; appreciate the noble character of mathematicians and selfless dedication; can make students cultivate sentiment, and effectively enhance the students' scientific spirit; such as from the "collinear theorem" and other historical facts of the discovery of knowledge is more likely to foster the development of the students. Knowledge of the discovery of the historical facts is more able to cultivate students' humanistic feelings literacy.
3. Mining mathematical thinking methods as a breakthrough to guide the sense of innovation, cultivate students' courage to explore, practice innovation literacy. The abstract nature of mathematics makes the solution of mathematical problems often accompanied by difficulties and the courage to overcome them. In the teaching of mathematical culture in conjunction with the teaching, timely introduction to students of certain mathematical history and the biography of the mathematician and creative thinking process, so that students realize that every step in science is a result of scientists hard work, unremitting efforts, there must be the courage to explore, pioneering and innovative spirit.
4. The beauty of mathematics as a guide to penetrate the mathematical culture, cultivate students aesthetic interest literacy. Mathematics contains a wealth of beauty, the ancient philosopher, mathematician Procrustes asserted: "Where there is number, where there is beauty." Letting the beauty of mathematics flow in the classroom can help students appreciate the beauty of mathematics by digging into the beauty of mathematics and revealing the beauty of mathematics. It also demonstrates the value of mathematical beauty and the power of mathematical beauty in scientific creativity. In this process, it can effectively cultivate students' aesthetic interest literacy.
5. Effective teaching methods as a means to stimulate students' motivation to seek knowledge and cultivate students' social learning literacy. In teaching math culture, inevitably require more and more flexible teaching methods, combined with specific teaching content interspersed. In the actual teaching of mathematics to be innovative, through a variety of effective ways to make students come into contact with the story behind the specific mathematical content, and constantly enhance the confidence of students to learn mathematics, so that they can learn specific mathematical knowledge at the same time can also appreciate the depth of mathematical culture.
Second, through the junior high school mathematics teaching evaluation to implement the development of students' core literacy
Education quality evaluation has an important guiding role, without the green evaluation system reflecting the requirements of the core literacy training to lead, it will not be possible to implement the cultivation of students' development of core literacy. The core literacy of student development is an important basis for testing and evaluating the quality of education. The establishment of academic quality standards for mathematics based on core literacy, clarifying the degree of requirements that students should achieve after learning the content of mathematics at different grades in the junior secondary section, and combining the content requirements and quality requirements of learning can strongly promote the implementation of core literacy. Core literacy is a comprehensive expression of the multifaceted requirements regarding students' knowledge, skills, emotions, attitudes and values; it is the indispensable *** same literacy needed by every student to achieve a successful life and to adapt to lifelong personal and social development; its development is a continuous lifelong process that can be taught and learned, initially cultivated at home and in school, and subsequently perfected over a lifetime. Constructing a diversified evaluation approach can effectively implement core literacy.
1. Diversification of evaluation subjects. Classroom evaluation should be "single" to "diversified", to pay full attention to the classroom teaching process of teachers and students in various aspects of the experience and feelings, so that the evaluation of the students and teachers to know themselves, self-development, self-management, self-motivation as a means of self-expression. From the following three aspects: to carry out self-evaluation, the implementation of the core qualities of independent development ability; through student-student mutual evaluation, the implementation of the core qualities of the ability to critically question; promote teacher-student mutual evaluation, the implementation of the core qualities of the ability to participate in the community.
2. Diversification of evaluation content. Classroom evaluation must take into account the overall development of students, so that each student has a successful experience; so that each student through the independent, cooperative and reflective process, and gradually master the basic skills and methods of learning and understanding of society. Therefore, it is necessary to: pay attention to the evaluation of students' emotions, attitudes and values in the learning process, and implement the sense of responsibility in the core qualities; pay attention to the evaluation of the development of various abilities of students, and implement the ability to learn in the core qualities.
3. Diversification of evaluation objects. Student development core qualities to cultivate "all-round development of people" as the core, so in the teaching process, we must use some of the strategies that can make all students as much as possible to participate in the full realization of all students to participate in the main, in order to teach according to the material, hierarchical to achieve the main form of organization, so as to implement the core qualities in the humanistic feelings of this quality.
4. Diversification of evaluation methods. In the process of mathematics classroom teaching in order to make the evaluation of students' learning status more objective and fair, should take a variety of ways, including the evaluation of students' written work, but also through observation, questioning, talking to students in the hands-on practice, independent exploration, cooperation and exchange of activities such as the performance of the evaluation, so that more students experience a sense of achievement. In this regard, we should seriously do: language praise evaluation, the implementation of the core qualities of the ability to critically question; material rewards evaluation, the implementation of the core qualities of the ability to explore; fill out the form evaluation, the implementation of the core qualities of the quality of learning; growth file evaluation, the implementation of the core qualities of self-management, diligent reflection of the quality of the core qualities; non-verbal incentives for the evaluation, the implementation of the core qualities of the love of life, a sound character qualities. The following is a summary of the results of the study.
Mathematics classroom to give full play to the function of multiple evaluation, so that each individual life in the classroom to obtain new growth, the real implementation of the core qualities of student development to each child, so that they really become a well-rounded person.
Three, through the junior high school mathematics teaching classroom to cultivate students' mathematical core literacy
Students' mathematical core literacy refers to the necessary character, ability and spirit to adapt to the students' lifelong development and social development, including: rigorous, conscientious, perseverance, pragmatic character, mathematical abstraction, logical reasoning, mathematical modeling, intuitive imagination, mathematical operations and data analysis ability and scientific investigation, bold innovation spirit.
In order to cultivate students' core mathematical literacy, teachers are required to extract core concepts from the content of the junior high school mathematics curriculum for subject classification, focus on the selection and comprehensive use of different teaching methods and forms of teaching organization in different contents, pay attention to students' real emotional experience, focus on cultivating students' corresponding abilities through subject knowledge, and require teachers to continuously improve themselves. The purpose of mathematics education should be to apply mathematical knowledge to solve real-life problems, and to develop the habit of thinking mathematically and using the core mathematical skills to solve problems.
The cultivation of students' mathematical core literacy is a gradual, pioneering and innovative process, and classroom teaching is the main position for cultivating students' mathematical core literacy.
1. Pay attention to the way of classroom teaching, cultivate students rational thinking, diligent reflection, problem solving literacy
"Learning pyramid" model is the Maine National Training Laboratory of the United States of America's research results, with figures and graphs to visualize the use of different ways of learning two weeks, the learner can still be How much content the learner remembers after two weeks of learning in different ways (average retention rate). The learning styles it mentions have led and guided the teaching styles of the majority of teachers for quite some time, but in actual classroom teaching, teachers need to be flexible in utilizing different methods to complete their teaching and find suitable teaching styles for different lesson types. There is no best, only the classroom that can provoke students to think, efficient classroom teaching methods is a better way.
2. Emphasize the process of knowledge formation, cultivate students' mathematical abstraction, logical reasoning literacy ability and the courage to explore, happy to learn the quality of literacy
The classroom presentation of each point of knowledge, so that the students themselves from the objects, examples, images or experience the perception of exploration, comprehension, not only really mastered the knowledge itself, but also gradually develop good learning habits, open the students' Exploratory thinking. So that students can better understand mathematical concepts, propositions, methods and systems, can recognize, understand and grasp the mathematical nature of things through abstraction and generalization, and can gradually develop the habit of thinking about problems in general. They can actively use mathematical abstract thinking to solve problems in the study of other subjects; they can discover problems and propose propositions; they can master the basic forms of reasoning and express the process of argumentation; they can understand the connections between mathematical knowledge and construct a knowledge framework; they can form the quality of thinking that is argumentative, organized and logical, and they can enhance their ability to communicate mathematically.
3. To pay attention to analogy, induction, classification, mathematical modeling and other mathematical ideas, cultivate students mathematical modeling, visual imagination, mathematical operations and data analysis ability
Mathematical knowledge in junior high school is an interconnected network of knowledge, in the process of teaching and learning should pay attention to guiding students to use analogy. After students have learned the proportional function, then learn other functions, can quickly clarify the content and methods to be learned. Analogies between the concept of analogies, analogies between methods, analogies between properties, analogies can strengthen the cognitive structure of knowledge recognizable.
Many mathematical knowledge needs to be summarized in the learning process, such as the power of the relevant rules of operation, the multiplication of the relevant rules of operation, the collinear theorem, etc., the classroom teaching can not be omitted from the process of student inquiry, and to focus on guiding the students to summarize their own. Only by allowing students to boldly generalize, students may be able to innovate their knowledge, in order to reveal the intrinsic connection of knowledge.
The idea of combining numbers and shapes is a very important and applicable mathematical idea. It transforms the problem of form into the problem of number, or the problem of number into the problem of form, and obtains an easy and simple way to solve the problem.
Mathematical modeling ideas play an important role in enhancing the availability of students' cognitive structures and in the formation and development of mathematical cognitive structures. Classification ideas to organize knowledge, help to develop students' logical thinking ability. In order to enable students to form a knowledge system, to avoid the phenomenon of "see the wood not see the forest", so that they can benefit from a lifetime, the classroom teaching should not pay attention to the knowledge itself, while ignoring the guidance and cultivation of mathematical thinking.
In the process of teaching mathematics, students should be able to further develop geometric intuition and spatial imagination, enhance the awareness of the use of graphics and spatial imagination to think about the problem, and cultivate students' intuitive abstraction literacy; students should be able to find and raise problems in real situations, establish mathematical models for problems, use mathematical knowledge to solve the model, and try to verify the model and improve the model based on the real world context, and enhance the application ability. To enable students to improve their application ability, enhance their sense of innovation, and cultivate their mathematical modeling literacy; to enable students to promote the development of mathematical thinking through arithmetic, develop the habit of thinking about problems in a procedural way, and solve practical problems effectively with the help of arithmetic methods, so as to cultivate their mathematical arithmetic literacy; to enable students to enhance their awareness of expressing real problems based on data, develop the habit of thinking about problems through data, and accumulate the ability to explore the essence, correlation, and laws of things by relying on data. It is important for students to enhance their awareness of expressing realistic problems based on data, develop the habit of thinking through data, accumulate experience in exploring the essence, connection and law of things based on data, improve their ability to handle data, and cultivate students' literacy in data analysis.