Research on Implementation of Application Consciousness Literacy in Junior High School Mathematics Classroom Instruction

Xiaofan Ma

School of Mathematics and Statistics, Shandong Normal University, Jinan, China.

Zezhong Yang *

School of Mathematics and Statistics, Shandong Normal University, Jinan, China.

*Author to whom correspondence should be addressed.


Abstract

The Compulsory Education Mathematics Curriculum Standard (2022 Edition) proposes that the junior high school mathematics curriculum should cultivate students' mathematical application consciousness literacy in China. The classroom is the main position for students to learn mathematical knowledge, so how to better implement the cultivation of junior high school students' mathematical application consciousness literacy in classroom teaching is a key issue we need to study. This paper adopts the method of theoretical research. The first part explains the research questions. The second part analyzes the characteristics based on the connotation and requirements of application consciousness literacy. The third part analyzes the current situation of junior high school mathematics teaching. The fourth part puts forward the following training strategies to promote the implementation of application consciousness literacy: 1. Adopting a rich variety of teaching methods to stimulate the students' interest in learning; 2. Tapping into the connection between mathematical knowledge and real life to cultivate the students' mathematical vision; 3. Implementing interdisciplinary teaching to establish the connection between different disciplines; 4. Creating practical situations to enable students to form a learning style that combines theory and practice. The fifth part summarizes the full text.

Keywords: Junior high school, mathematics, classroom instruction, application consciousness literacy


How to Cite

Ma , Xiaofan, and Zezhong Yang. 2023. “Research on Implementation of Application Consciousness Literacy in Junior High School Mathematics Classroom Instruction”. Asian Journal of Education and Social Studies 49 (3):191-98. https://doi.org/10.9734/ajess/2023/v49i31147.

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