? AbstractWith the deepening of the curriculum reform based on core literacy, the comprehensive and practical content in junior high school mathematics has been brought up in the daily teaching activities as an independent board. Comprehensive and practical teaching is a learning activity based on students' independent participation with problems as the carrier, which fills the gaps in the traditional curriculum, communicates the connection between mathematics in life and the classroom, and lays a solid foundation for improving students' mathematical literacy.
? Keywords core literacy; junior high school mathematics; integrated and practical teaching
In the new round of curriculum reform, core literacy has become the wind vane and main tone of curriculum reform in countries around the world, and in order to implement the fundamental task of establishing morality and nurturing people, our country successfully launched the project of the core idea of student development in 2014. As a basic subject in junior high school, mathematics is the leading discipline in the reform of junior high school education, how to organize based on the core idea of junior high school mathematics synthesis and practical teaching work, how to effectively improve students' mathematical literacy is a topic that we must face up to our mathematics teachers, the following combines the theoretical study of the mathematical subject group of our school and practical teaching, to talk about their own little experience.
First, the significance of carrying out integrated and practical
Curriculum standards 2011 version, set up in the teaching content of the four parts, integrated practice is one of the important content, this part of the content reflects the reform of the mathematics curriculum and mathematics teaching, but also provides students with an opportunity to do mathematics through the process of synthesis and practice of mathematics, learning mathematics, understanding of mathematics. Teaching through synthesis and practice can reflect the following values. First, the synthesis and practice helps students to develop, the curriculum standard points out that the synthesis and practice refers to a kind of problem as a carrier, to students' independent participation in the main learning activities, in the process of students' independent and active participation in the activities, you can develop students' hands-on ability, cultivate students' interest in learning mathematics, enhance students' confidence in mathematics, through the problem of letting students integrate the learning of mathematics, and experience mathematics and understanding of mathematics in the process of solving problems. Through problems, students can integrate the mathematics they have learned, and experience and understand mathematics in the process of solving problems. Secondly, the synthesis and practice helps teachers to develop, teachers in the development of the development of generating curriculum problems, broaden their career, enhance their knowledge and literacy, thirdly, the construction of the synthesis and practice of the curriculum, the setup of this board communicates the life of mathematics and the classroom connection, enrich and improve the structure of the curriculum, so that the students appreciate that mathematics is related to life, mathematics is related to the actual, which will stimulate me to learn mathematics well. This will inspire students to learn math well. Fourthly, synthesis and practice helps to cultivate students' sense of application, innovation and modeling ideas.
Second, break through the bottleneck of synthesis and practice
Mr. Tao Xingzhi said, thousands of teaching, teaching people to seek the truth, thousands of learning, learning to do real people. To break through the bottleneck that restricts the synthesis and practice teaching from the following two aspects to change.
? (A) teachers need to teach the sentiment
The sentiment of education stems from the reverence for life, the source of education, it is life that makes the difference. Education itself is the cause of sentiment, a person has a good teacher is the luck of life, a school has a good teacher, is the school's honor and glory, a national source of good teachers, is the hope of the nation. A classroom of a person who has no teaching sentiment is not angry and energetic, is sneering and numb, we as teachers to take good classes, to take good classes. A wonderful classroom teaching can stimulate students' passion for learning, can give students the aura of wisdom, can establish the teacher's moral image and prestige of teachers, and can make students memorable for a lifetime. Therefore, as a teacher, we have to overcome burnout, continuous learning, with open-minded broad-minded, erudite and elegant style, witty and optimistic passion, positive and progressive spirit, to ignite the students in pursuit of knowledge of the heart lamp.
? (B) Teachers need to change the concept
The education reform is booming, the way of education is changing day by day, the education pattern is constantly adjusting, from traditional education to the Internet plus education, from artificial intelligence to the future of the new hardware era. The wave of education reform continues to impact every educator, directly affecting our educational results and teaching behavior. Many people lose in, to new things can not see, can not afford to see, can not understand and too late, we must keep abreast of the times to strengthen learning. As the saying goes, a year without learning themselves know, two years without learning, colleagues know, three years without learning, students know. British philosopher Bacon said, reading history makes people wise, reading epic poetry people spiritual, math makes people thorough, science makes people profound. Ethics makes one changeable, and everything one learns has character. Therefore, we have to establish the belief of lifelong learning and cultivate the good habit of lifelong learning. We have to endure loneliness, to withstand polishing, to have a solid foundation in the subject, to have improvised classroom wit, to have the information literacy with the times, to have a rich and broad vision of the subject and cultural heritage. We want to be a common grassroots teachers, practicing the solid foundation and basic ability to do this career, to meet the challenges of a variety of teaching with a unique high cultivation.
Third, the implementation of integrated and practical teaching strategies
? (A) Study the curriculum standards, apply the curriculum standards to guide teaching
The curriculum standards are the disciplinary guidelines for implementing the task of building moral character and implementing core literacy, which can guide teachers to set up a correct concept of teaching and use it to guide the activities of their own teaching practice. Different versions of textbooks are written around this standard. For example: "the application of inverse proportion function" this knowledge, the standard positioning is to be able to use the inverse proportion function to solve simple life problems, about the content of the textbook of this lesson, the Bei Shi Da version of the first book of the ninth grade in the sixth chapter ***6 big questions, 20 small questions, an average of each big question is attached to the next 3.3 small questions, and the humanities version of the next book of the ninth grade is scheduled to Chapter 26, *** 16 big questions, 32 small questions, an average of 2 small questions attached to each big question, the content of the textbook is very different. Teachers how to grasp this content, it is based on the curriculum standards - to be able to solve simple real-world problems, and then according to the school situation and learning situation weighing grasp the organization of teaching.
? (ii) Integration of teaching materials, based on the scientific material precision teaching
Based on the core literacy of comprehensive and practical teaching, requires teachers must have a strong ability to integrate teaching materials. For example, in the second book of the ninth grade of the Humanist version of the "inverse proportion function of the application of the second lesson" in the teaching of the textbook, the teacher to the textbook as the background of the examples of three examples of four, combined with the actual design of the city around the actual situation related to the city, and around the actual related to the life of teachers and students closer to the organization of the teaching of the example of the problem, the three topics were from the electricity, mechanics, biology and chemistry 4 subjects to design. The three topics were designed from four subjects: electricity, mechanics, biology and chemistry, reflecting the integration of disciplines, while each example added a small problem to develop the ability of students to think y, and at the same time, cultivate the students' awareness of the problem.
? (C) optimize the grouping, promote students' full participation in practice
The teaching of synthesis and practice focuses on the problem, integration and practice, which should focus on students' independent participation and full participation in the activities. Emphasis on students' active brain, hands, mouth, in the process of active participation of students, the development of their hands and mouth ability, cultivate students' interest in learning mathematics, enhance students' confidence in learning mathematics. A scientific and reasonable study group is a major guarantee for the implementation of the integrated and practical content. This is because the integrated and practical content of the high degree of integration of knowledge, problem-solving ability level requirements, therefore, in the formation of the group, we must use the principle of heterogeneity of the same group, combined with the students' individuality and strengths of the coordinated distribution, so that each group of people have something to do, everything has someone to do, all for one and one for all, I am a good situation for me. For example: in the Humanist version of the ninth grade "design report" the subject of learning, arranged in advance, so that students prepare for the weekend. During the presentation on Monday, it was found that regardless of whether the students' mathematical foundation was weak or not, every group of students participated in the activities, some of them went online to collect the information related to the runway, some of them were responsible for the technology and organization, some of them drew the diagrams, some of them colored the diagrams, some of them showed the diagrams and some of them supplemented the diagrams, and they continued to discover the problems in the problem solving, and analyzed and solved the problems again and experienced the diversity of the problem solving, and they understood better the problem solving in the communication and cooperation with others. Communication and cooperation, a better understanding of the views of others, through the problem process and the total and students feel the joy of success, experience the courage to overcome difficulties.
? (D) objective evaluation, strengthen the correct guidance of public opinion
The 2011 version of the curriculum standard emphasizes that students in the process of learning mathematics, knowledge skills, mathematical thinking, problem solving and emotional performance is not isolated. Therefore, when evaluating students' performance on practical activities, we should focus on the overall evaluation of students' learning process, analyze the characteristics and developmental changes of students' performance at different stages, and improve students' self-confidence in learning through the evaluation of multiple perspectives and indicators. At the same time, through the evaluation of mutual communication between students, not only can there be more opportunities to express their own ideas, but also be able to internalize the behavior of introspection and complement each other. For example: the humanist version of the nine grade book, chapter 23, lesson 3 subject learning, "graphic design" teaching, students through careful design, design different types of works of different colors. In the evaluation method, through the students' self-study, let the students write an article on the theme of "my work and I", the students' writing form of expository essays, argumentative essays and poems, in terms of content, there are works of introduction, attitudes of reflection and expression of feelings. At the same time, through visits and exchanges, display and sharing, mutual assessment of students and teacher-student critique, comprehensively stimulate the students' creative passion and re-cognition of learning.
? (E) concerted efforts to form a comprehensive integration pattern
We know that the solo line fast, the crowd line far. To truly implement the comprehensive and practical teaching of junior high school mathematics, it is necessary to form a comprehensive integration pattern. First, the formation of teacher-teacher cooperation teaching team. Teachers of the same teaching and research group to combine the content of the textbooks for the current school year, combined with the students of this grade, *** with the agreement on the specific implementation of the integrated and practical teaching chapters or specific life issues, and then design and implementation of the program, and submitted to the same group of teachers for feasibility analysis. Or cross-grade collaboration for teamwork teaching, in addition, for knowledge involving other subjects, can also invite other subject teachers to complete together. Secondly, the formation, teachers and students involved in learning **** the same body, in the comprehensive and practical teaching, the teacher in addition to the normal role-playing, but also the participants in the activities, you can set up research topics with students, research and study together, in the practical activities, the formation of the teacher as the core, the students as the subject of learning **** the same body. Classroom teaching is the basis of practical activities, and practical activities are the continuation of classroom teaching and quality classroom teaching necessary to supplement and improve, comprehensive and practical teaching in practical activities reflect a positive positive impression, it is through continuous stimulation of students' learning vitality, stimulate students' desire to perform, so that students' thinking form is in an open state.
In short, synthesis and practice has gone from behind the scenes to the front of the stage, the depth and breadth of its application has been unprecedented development. It emphasizes hands-on, practice, improves students' interest in learning mathematics, and cultivates students' innovative spirit and practical ability. In the future, we should carry out in-depth comprehensive and practical teaching courses, integrate parental and social resources, and expand the content of comprehensive and practical courses, so that students can have a bigger stage to design and practice. Generate wisdom with wisdom, inspire creativity with creativity, so that the comprehensive practice course highlights the unique charm of the educational function under the core literacy.
References:
[1]Compulsory Education Curriculum Standards (2011 Edition) Developed by the Ministry of Education of the People's Republic of China [M]2012(1):21,26,41.
[2]Interpretation of Compulsory Education Mathematics Curriculum Standards (2011 Edition). Organized by the Expert Working Committee on Curriculum and Teaching Materials for Basic Education of the Ministry of Education [M].2012(2):233-260.
[3]Compulsory Education Textbook Bei Shida Edition Mathematics Nine Grades Upper Volume [M].2014(6):158-160.
[4]Compulsory Education Textbook Renjiao Edition Mathematics Nine Grades Lower Volume [M].2014(8). 14-15
[5]Feng Yu. An introduction to the experience of open-ended teaching of comprehensive and practical activities in junior high school mathematics[J]. Educational Innovation, 2019(4):30
Note: This paper is the stage research results of the Action Research on Comprehensive and Practical Teaching of Junior Middle School Mathematics Based on Core Literacy in Pingliang City, Gansu Province, Educational Science Planning Project (Special) (Project No.: [2019]PLJZ038).
(The author's unit: 1.2 Shenyu Junior High School, Huating City, Gansu, China 744100 )