Research On Understanding By Design Of Junior Middle School Mathematics

Since the 21 st century,with the deepening of curriculum reform,China's education and teaching put forward new requirements for personnel training standards,from paying attention to the explicit changes of students to paying attention to the implicit changes of students.Subject teaching also emphasizes the cultivation of Core Competencies and Values for Chinese Students' Development.Understanding by design has the characteristics of promoting students' true understanding as the core concept,taking the expected learning results as the starting point and identifying evaluation evidence before teaching activities,it can effectively implement the requirements of Core Competencies and Values for Chinese Students' Development.And Understanding by design is in the line with the requirements of personnel training specifications in China at the present stage.Therefore,adopting the concept of Understanding by design to carry out mathematics teaching in junior high school is a new way to cultivate students' core quality of mathematics subject.Based on this,this paper mainly studies how to apply the theory of Understanding by design in junior middle school mathematics teaching,so as to realize the requirements of curriculum standards,cultivate students' core mathematical literacy,and promote students' effective learning.The main contents of this paper includes the following parts:First of all,the author introduces the research background and the current situation of Understanding by design,and made a definition of teaching design,Understanding by design and other concepts.Secondly,the author sorts out the specific operating procedures of Understanding by design.Thirdly,according to the specific operating procedures of Understanding by design,including three parts: determining learning objectives by disassembling course standards,determining evaluation evidence by understanding concept of understanding,and designing learning activities according to WHERETO element,the author designed the unit teaching design and the class hour teaching design for the chapter of "Linear equation in one unknown".Finally,the effect of Understanding by design on junior middle school mathematics unit teaching is analyzed by means of mathematics test,student questionnaire survey and teacher interviews.The results show that compared with traditional teaching design,Understanding by design has the following three obvious advantages:First,Understanding by design is not only helpful for students to understand the knowledge they have learned and promote the transfer of learning,but also helpful for teachers to accurately grasp students' learning situation.Second,the design idea of "purpose-evaluation-activity" in Understanding by design is helpful to realize the integration of teaching and studying.Thirdly,Understanding by design can better cultivate core competencies and values for Chinese Students' Development,which is a new method to implement the core accomplishment.