Innovation paths and practical transformation of junior high school mathematics classroom teaching ecology from the perspective of key competencies
核心素养视域下初中数学课堂教学生态的创新路径与实践转型

摘要

在全球化和信息化的大背景下，核心素养已成为教育领域的热门话题。初中数学教育，作为基础教育的重要一环，其教学质量直接关系到学生的未来发展。传统的初中数学教育过于强调知识传授和解题技巧，忽视了学生综合素质的培养。然而，随着社会的进步和教育改革的深入，核心素养在初中数学教育中的重要性日益凸显。核心素养是指学生在学习过程中逐渐形成的、能够适应未来社会需求的综合素质，包括数学思维、问题解决、合作交流、创新实践等方面。这些素养不仅是学生后续学习和发展的基础，也是他们未来职业生涯和终身学习的必备能力。因此，如何在初中数学课堂中有效培养学生的核心素养，成为当前教育改革的重点和难点。当前初中数学课堂教学中存在诸多问题。教学方式单一，缺乏创新和灵活性，无法激发学生的学习兴趣和潜能；教学内容过于注重知识灌输，忽视了学生的主体地位和个体差异；评价体系不完善，过于强调成绩和分数，未能全面反映学生的综合素质和能力。这些问题不仅影响了学生的学习效果，也制约了教师的专业发展和教育教学质量的提升。

Abstract

Under the backdrop of globalization and informatization, key competencies have become a hot topic in the field of education. As a crucial component of basic education, the quality of junior high school mathematics education directly impacts students' future development. Traditional mathematics education in junior high schools has overly emphasized knowledge transmission and problem-solving techniques, neglecting the cultivation of students' comprehensive qualities. However, with social progress and the deepening of educational reforms, the importance of key competencies in junior high school mathematics education has become increasingly prominent. Key competencies refer to the comprehensive qualities that students gradually develop during the learning process, enabling them to meet the demands of future society. These include mathematical thinking, problem-solving, collaborative communication, innovative practice, and other aspects. These competencies not only form the foundation for students' subsequent learning and development but are also essential for their future careers and lifelong learning. Therefore, how to effectively cultivate students' key competencies in junior high school mathematics classrooms has become a key focus and challenge in current educational reforms. Currently, there are numerous issues in junior high school mathematics classroom teaching. Teaching methods are monotonous, lacking innovation and flexibility, which fails to stimulate students' interest and potential. The content of instruction overly focuses on knowledge indoctrination, neglecting students' dominant role and individual differences. The evaluation system is imperfect, placing excessive emphasis on grades and scores, and failing to comprehensively reflect students' overall qualities and abilities. These issues not only affect students' learning outcomes but also hinder teachers' professional development and the improvement of education quality.