The Research Of Theory And Practice On Unit Structural Design In Middle School Mathematic Class

With the advancement of the modernization of education and teaching reform,the proposal of mathematics core literacy puts forward higher requirements and challenges for mathematics education and teaching.Since Shanghai became the National Curriculum Reform Experimental Zone in 1988,it has been carrying out the reform of curriculum development and teaching material research,especially since 2018,it has carried out the education and teaching reform based on curriculum.The teaching design pays more attention to play the main role of students.Based on the knowledge that has been mastered and the previous learning experience,it takes the initiative to participate in and learn,forming the knowledge system and realizing the deep learningIn five years of teaching practice,the author found that most of the teaching design is based on an independent lesson or knowledge point,and teachers lack the overall grasp of the content of teaching materials when designing teaching,which is not conducive to the construction of knowledge context for students.When implementing teaching activities,teachers tend to ignore the vertical structure of knowledge,which is not conducive to the application and transfer of knowledge for students.In order to further improve the teaching design,improve the effectiveness of teaching,and realize the organic combination of theory and practice,the research direction is determined as the practice and research of "unit structured" teaching mode.This paper adopts the research idea of "theory design practice".Adopt literature research,case analysis and comparison Comparative analysis,experimental exploration and investigation are discussed from the following aspects.The first chapter introduces the current research situation of constructivism and unit structure.The second chapter,based on the theory of cognitive transfer,meta cognition and deep learning,puts forward the theoretical basis of "unit structure" teaching mode,and defines the concept of "unit" classification and problem chain,stent design,etc.This paper discusses the elements and principles of teaching design,and provides a theoretical basis for the further practice of "unit structure" teaching mode.The third chapter constructs "unit design" teaching model,analyzes its adaptability principle,puts forward the design principle of seven modules of "unit structure" teaching model,and designs the specific implementation strategy of the teaching model according to the practice.The fourth chapter takes the unit design of the ninth chapter multiplication formula of the seventh grade mathematics as an example,and implements the "unit structure" teaching mode,so that the theory and practice are organically unified.The fifth chapter carries out two-year experimental research,through SPSS analysis of three post-test experimental data,objective evaluation of the implementation effect of the teaching mode.Comprehensive experiments and interviews,from the classroom implementation,teachers and students three aspects of the effectiveness of the teaching model,for other schools and mathematics teachers to provide reference.The sixth chapter summarizes the conclusions of this study,finds the deficiencies,and considers the next research plan.In this paper,the following conclusions and strategies are drawn:the division of "unit" is based on the process of deconstruction and reconstruction of knowledge structure:"unit",as a subsystem of curriculum,breaks the barriers of teaching material chapters,constructs with linear,parallel or central divergent logical relations,builds the scattered knowledge points into a knowledge network by building a support,and helps students through the implementation of each lesson Students construct their own knowledge system;"unit structured" teaching mode specification:through seven modules of unit planning,unit teaching method,unit objective,unit activity,unit assignment,unit evaluation and unit resource,implement and implement teaching design.Teachers should pay attention to the vertical structure of mathematics knowledge,take into account the horizontal structure of knowledge with other disciplines,and pay attention to the "systematicness" of knowledge ""Integrity" integrates teaching resources and improves teaching efficiency;teachers play a leading role in teaching design in accordance with the law of student development:through the secondary construction of teaching materials,through the construction of scaffolding,to help students understand knowledge first,then transfer and apply,to achieve in-depth learning;the implementation of structured teaching activities to improve students' mathematical core literacy:through unit assignments and the diversity of unit evaluation system can enrich students' learning experience,pay more attention to the cultivation of mathematical thinking and mathematical logic,and then realize the cultivation of core literacy.