Research On Teaching Design Of Large Unit Of Mathematics Based On Concept Map

Mathematics Curriculum Standards for Ordinary Senior High Schools(2017Edition)for the first time put forward requirements on core literacy,and clearly pointed out that emphasis should be placed on large units,large concepts and integrated systematic teaching.How to implement unit teaching to promote students’ cognitive development? After reading a lot of literature,I found a useful tool--concept maps,Concept map can integrate all kinds of conceptual knowledge into a map,intuitively show the relationship between concepts,which is beneficial to present the knowledge logic of unit teaching.However,only the relationship between concepts cannot go deep into the cognitive level,so the author tries to establish a connection between knowledge concept map and students’ cognition,hoping to explore a way to implement mathematics teaching design with concept map tool,help students to achieve core literacy and promote students’ cognitive development.Based on this,the research questions proposed in this study are:(1)How to help students construct knowledge concept map and promote their cognitive development?(2)How to design unit teaching based on students’ cognitive development?Based on the above problems,this paper firstly combs the domestic and foreign literature about "large unit teaching" and "concept map",grasps its concept and connotation,sorts out its characteristics,and preliminarily determines the research direction of this paper.Then,relevant theories are sorted out to provide theoretical support for this study,and the "reverse teaching design" in large unit teaching design--based on the theory of students’ cognition is deeply explored.On this basis,the overall research framework of this paper is established and corresponding modifications are made.Firstly,the teaching content of large unit is analyzed based on ADDIE model.The concept map of unit knowledge is constructed through knowledge analysis and the four levels of students’ cognitive development are clarified through cognitive analysis.Secondly,knowledge objective and cognitive objective of this unit are determined according to knowledge analysis and cognitive analysis,and the corresponding relationship between knowledge and cognition is established.Then the evaluation link is determined in combination with teaching objectives,including performance tasks and other evidence;Finally,according to WHERETO element in reverse teaching design and students’ cognitive level,the teaching links are established.Finally,this paper takes the required functional theme as an example to carry on the teaching research of functional large unit,and determines the content of functional large unit according to the curriculum standards and textbooks,students’ cognitive level and age.Then carry on the goal design,the evaluation design and the teaching link design,divides the large unit teaching into each class hour,determines each class hour needs to complete the main task and the main teaching link.Finally,a lesson is selected from each of the three main lines of the functional large unit for the specific design of the teaching link and the actual teaching feedback,and a case of the large unit teaching design based on this study is presented for reference and discussion.The main research achievements of this paper include the following two points:This paper discusses the combination of concept map and large unit teaching,tries to establish the connection between knowledge and cognition,and tries to give a unit teaching path based on students’ cognitive development.The feasibility of unit teaching design based on concept map and promoting cognitive development is verified by practical teaching and reflection according to the teaching design given in this paper.Therefore,the following teaching suggestions are put forward: in the process of large unit teaching,specific teaching means should be designed according to the difference of students’ cognitive level;In order to better play the role of concept map as a tool,it is necessary to sort out unit knowledge and students’ cognitive level,and finally achieve the common development of knowledge ability and cognitive level.