Research On Unit Integral Instructional Design In The Field Of Geometric Measurement From The Perspective Of Large Concept ——Take "The Area Of Rectangles And Squares" As An Example

With the deepening of mathematics curriculum reform,both current and future subject education point to the cultivation of disciplinary core literacy.From the perspective of the Big Idea,holistic teaching of the unit is one of the effective ways to realize the core literacy of the subject.The implementation of disciplinary core literacy requires that curriculum and teaching should highlight integrated thinking,from focusing on knowledge points to focusing on the overall teaching design of the unit,focusing on building inter-knowledge and inter-disciplinary connections,and effectively integrating teaching content has become an effective way to transform teaching methods.The refinement and integration of subject knowledge under the perspective of big concept provides a new direction for the cultivation of core literacy and the implementation of the concept of deep learning,and provides a new thinking direction for the integration of classroom teaching contents.The study takes the big concept as the entry point and is mainly based on deep learning theory and constructivist theory,while the research method uses case study method and survey method.The basic framework of the overall teaching design of the geometry metric unit was constructed from three levels:analysis system,design system,and reflection system.The unit of "area of rectangles and squares" in the second book of the third grade of elementary school mathematics of the Su Education version was taken as an example,and the four aspects of teaching objectives,teaching contents,teaching process and teaching evaluation were designed.Through the implementation of the teaching case,the corresponding teaching effects were achieved:students' ability to apply the concept of area was improved;students' ability to analyze the concepts of perimeter and area was improved;students' motivation and demand for learning were improved.At the same time,it was found that the implementation of the classroom teaching of "area of rectangles and squares" had limited time for group cooperation and investigation,and students lacked in-depth operation experience;the teaching activities were too diversified,and students lacked understanding of the essence of knowledge;the evaluation tools were sketchy,and the evaluation of students'performance tasks was not accurate.Based on the overall teaching design of the unit in the geometry metric area from the perspective of big concepts,we propose to experience complete metric activities to cultivate holistic thinking,establish a unified metric to cultivate transfer awareness,and construct multiple types of evaluation to cultivate reflection awareness.