数学运算素养是《普通高中数学课程标准(2017年版)》中明确提出的六大核心素养之一，是《义务教育课程方案和课程标准(2022年版)》中核心素养的重要组成部分之一，是学生后续发展的重要基础。因此，如何提高学生的运算素养，提出有效培养学生运算素养的教学策略，就成了中小学数学教学研究的重要问题。函数在中学数学中非常重要，它贯穿于整个高中数学，并且与数学运算有很密切的联系。函数主题在课标内容中占比很重，并且在高考中对于函数的考查一直很重视。但是在应试教育的背景下，教师往往采用题海战术来提高学生的运算正确率，较少关注学生的认知水平和接受能力，这样容易造成一种机械运算的现象，在一定程度上会限制学生运算能力的发展。

基于上述原因，本研究选取山东省某高中数学教师的教学行为作为研究对象，以高中函数主题的知识为研究载体，将教师的教学进行录像，根据LICC课堂观察范式，确定基于落实数学核心素养的高中数学课堂观察指标体系和数学运算素养教学行为课堂观察表，从情境与问题、知识与技能、思维与表达和交流与反思四个方面，观察分析教师在函数主题的教学中培养学生数学运算素养的教学行为和教学策略，根据运算素养在教学过程中落实的实际情况，提出更为可行的数学运算素养的教学策略，并得到相应的结论与反思。

本研究结合理论研究基础和实践研究基础展开，首先通过查阅关于数学运算素养和课堂观察的相关文献与成果进行综述，再利用数学运算素养教学行为课堂观察表，观察一线教师的教学行为，分析目前函数主题的教学现状，提出相应的教学策略，并依据策略规划设计教学片段，最后进行总结与反思。

本研究基于数学运算素养对函数主题的教学提出了七点教学策略：

（1）创设问题情境，明确运算对象；

（2）尊重教材例题，鼓励变式训练；

（3）精选课堂习题，鼓励一题多解；

（4）规范运算过程，培养运算习惯；

（5）小组合作运算，凸显学生主体；

（6）明确运算任务，学生自主反思；

（7）注重归纳时效，总结解题思想。

这些策略可以有效提高函数课堂效率，对培养学生的数学运算素养具有一定的参考意义。

Mathematical operation literacy is one of the six core literacy explicitly proposed in Mathematics Curriculum Standards for Senior High Schools (2017 edition), one of the important components of core literacy in Compulsory Education Curriculum Plan and Curriculum Standards (2022 edition), and an important basis for students' follow-up development. Therefore, how to improve students' operational literacy and put forward effective teaching strategies to cultivate students' operational literacy have become an important issue in mathematics teaching research in primary and secondary schools. Function is very important in middle school mathematics, it runs through the whole high school mathematics, and has a very close relationship with mathematical operations. The function theme is very important in the curriculum standard content, and the examination of function has been attached great importance in the college entrance examination. However, in the context of exam-oriented education, teachers often use the question sea tactics to improve students' calculation accuracy, and pay less attention to students' cognitive level and acceptance ability, which is easy to cause a phenomenon of mechanical calculation, to a certain extent, will limit the development of students' calculation ability.

Based on the above reasons, this study selects the teaching behavior of a high school mathematics teacher in Shandong Province as the research object, takes the knowledge of high school function theme as the research carrier, makes video of the teacher's teaching, and determines the observation index system of high school mathematics classroom and the observation table of mathematics operation literacy teaching behavior based on the implementation of core mathematics literacy according to the LICC classroom observation paradigm. From the four aspects of situation and problem, knowledge and skills, thinking and expression, communication and reflection, this paper observes and analyzes teachers' teaching behavior and teaching strategy of cultivating students' mathematical operation literacy in the teaching of function topic, proposes more feasible teaching strategies of mathematical operation literacy according to the actual situation of operational literacy in the teaching process, and obtains corresponding conclusions and reflections.

This study is carried out on the basis of theoretical research and practical research. Firstly, it reviews the relevant literature and achievements on mathematical operation literacy and classroom observation, and then uses the classroom observation table of mathematical operation literacy teaching behavior to observe the teaching behavior of front-line teachers, analyze the current teaching status of functional topics, and propose corresponding teaching strategies. And according to the strategic planning design of teaching fragments, the final summary and reflection.

Based on mathematical operation literacy, this study proposes six teaching strategies for the teaching of function topics:

(1) Create the problem situation and define the operation object;

(2) Respect textbook examples and encourage variable training;

(3) Select classroom exercises and encourage multiple solutions to one problem;

(4) Standardize the operation process and cultivate the operation habit;

(5) Group cooperative calculation, highlighting the main body of students;

(6) Clear calculation tasks, students self-reflection;

(7) Pay attention to the induction of prescription, summarize problem-solving ideas.

These strategies can effectively improve the efficiency of function class and have a certain reference significance for cultivating students' mathematical operation literacy.