Research On The Teaching Design Of High School Mathematics Unit From The Perspective Of HP

With discipline core quality being put forward,unit teaching as an effective way to implement core literacy began to be widely concerned by scholars.Unit teaching organizes teaching content from the perspective of the unit,takes into consideration the development of students' basic ability and core accomplishment from the perspective of integration and relevance.It is also the inevitable requirement of implementing moral cultivation,developing quality-oriented education,and deepening curriculum reform.At the same time,with the continuous advancement of education reform,HPM has attracted more and more scholars' attention in China.HPM teaching can transform science-oriented mathematics into education-oriented mathematics.It gives full play to the educational value of mathematical history,and helps students better understand the generation and development process of mathematical concepts,and know the reason for them.Therefore,HPM teaching and unit teaching happen to coincide in the point of understanding.Based on this,the main issues of the study are as follows :(1)what is the framework of the teaching design process of the senior high school mathematics unit from the perspective of HPM?(2)How to conduct teaching design according to the unit teaching design process from the perspective of HPM?With the help of the UbD theory of unit teaching and the method of integrating HPM's mathematical history into teaching,the research constructs the teaching design framework of the senior high school mathematics unit from the perspective of HPM from the top-down theory through literature analysis.Furthermore,the expert consultation method is adopted to consult the expert group on whether the design framework is operable,and it is modified and improved according to the expert feedback,aiming at balancing theory and practice,and finally forming the teaching design process of senior high school mathematics unit from the perspective of HPM.The process includes "planning unit theme,unit target design,unit evaluation,teaching process design improvement,after-school reflection" five steps,the first four steps are completed in mathematics under the support of historical data,divided into "to clarify the historical context,to grasp the key steps,based on the mathematical history,refactoring history" four steps.According to the teaching design of the senior high school mathematics unit from the perspective of HPM constructed by the research,the teaching design of the "index and logarithm" unit is carried out,and the class of "The concept of logarithm" is selected for practice and case study.Besides the auxiliary explanation of the design process,cases are provided for teachers' reference.Based on the research results and conclusions,the following teaching suggestions are put forward :(1)pay attention to the reprocessing of mathematical historical materials and help the "re-creation" of mathematics teaching;(2)Strengthen teachers' cooperation and improve the teaching design of large units systematically.