Research On "Algebraic" Unit Teaching Design In Junior Middle School

Under the educational background of developing students' core literacy,in order to better develop students' core literacy,mathematics curriculum adjusts the modular structure to the theme unit structure,and pays more attention to the integrity of mathematics knowledge and the consistency of thinking methods.As a bridge between educational theory and practice,instructional design can directly affect the teaching effect,and finally implement the cultivation of core literacy.Teachers should re-examine classroom teaching and change the teaching concept of simply imparting knowledge in the past.Algebraic unit content plays an important role in junior middle school learning.This part is a qualitative leap from "number" to "formula" after students complete the expansion of rational number and real number set.It is also an important connection point for students to transform from arithmetic thinking to algebraic thinking,and lays an important foundation for students'future learning.Based on this,this paper conducts a research on the teaching design of the"algebraic" unit of junior high school under the current curriculum standard concept.The research mainly adopts the methods of literature research,questionnaire survey and case study.Firstly,on the basis of reading a large number of documents,define the relevant concepts,and summarize the relevant researches on instructional design,unit teaching and so on.Secondly,through the questionnaire survey of teachers and students,we can understand the current situation of teachers' unit teaching design and students' algebraic unit learning.Finally,take the "algebraic" chapter of Jiangsu Education Edition as an example to carry out the study,according to the overall instructional design mode of unit knowledge structure.Through the results of teachers' questionnaire survey,it is found that most front-line teachers can realize the importance of unit teaching in junior middle school mathematics teaching,but there are difficulties in specific implementation.Teachers are still used to teaching design based on class hours,which inadvertently destroys the continuity and systematicness of knowledge;Some teachers pay more attention to improving the correct rate of students' answers in teaching,but often ignore the psychological process of students'learning.Through the survey results of students' questionnaire,it is found that students have a high error rate in algebra related questions,and they are easy to confuse relevant knowledge points.Most students can realize the importance of "algebra" unit in junior middle school curriculum,but there are still many students fail to form good algebra learning habits.From the perspective of students,some teachers' teaching is solidified in modularization,and the teaching method is relatively single.Through the analysis of unit knowledge structure and unit teaching mode in junior middle school,the overall knowledge structure is given:clarify the unit knowledge structure;construct students' learning psychological process;determine the unit teaching objectives as well as key points and difficult points;establish the basis of learning evaluation;organize teaching activities.According to the unit teaching design strategy,taking the "algebraic formula" unit of junior middle school mathematics of Jiangsu Education Edition as an example,this paper analyzes the operation procedure of each link,and gives the instructional design cases of "representing numbers with letters","merging congeners(1)"and "addition and subtraction of integers".