A Study On Teaching Design Of Middle School Mathematics Based On Big Ideas

The General High School Mathematics Curriculum Standards(2017 Edition)states that "the central role of the subject's big ideas should be emphasized and the content of the curriculum should be structured",and the teaching based on big ideas is highly valued not only in China but also in many countries' basic education.The teaching based on big ideas is not only applicable to the high school level,but also has the same important guiding significance for the teaching of middle school.It is important to carry out in-depth research on teaching and learning based on big ideas in junior high school to adapt to the requirements of citizens in the information age,to implement the needs of cultivating core literacy,to break through the practical dilemmas faced in traditional teaching,and thus to help the development of teaching and learning of junior high school mathematics.A literature review of the connotation and extension of the big ideas ideas is presented from three aspects: the origin,connotation,and types of the big ideas.Focused studies are made on the teaching and learning of big ideas at home and abroad.Among them,the focus is on the strategy of determining the big ideas and the design of big ideas teaching in China.The characteristics and meanings of big ideas in the collected literature are compared and analyzed,and further summarized into three aspects: big ideas help to abstract and generalize thinking,which is the core point of cognition;big ideas help to organize related knowledge in the curriculum,which is the anchoring point of subject knowledge;big ideas help to unify teaching as a whole,which is the focus point of literacy development.In this way,experience can be accumulated for the design of middle school mathematics teaching based on big ideas.An attempt is made to incorporate the big ideas ideas to analyze the six aspects of mathematics big ideas identification,material analysis,learning analysis,instructional objectives,assessment evidence,and instructional process as key design points in conducting instructional design.Based on the literature review,direct formation strategies,reflective inspiration strategies,knowledge selection strategies,and knowledge integration strategies are proposed in the identification of big ideas;in the teaching objectives,ways to integrate mathematical big ideas into classroom objectives are explored at the level of meaning;in the assessment evidence,the Ub D proposed by experts G.Wiggins and J.Mc Tighe is drawn upon.In terms of assessment evidence,we draw on the Ub D theory proposed by experts G.Wiggins and J.Mc Tighe to distinguish from traditional teaching,which puts evaluation at the end of the process,and change "goal-implementation-evaluation" to "goal-evaluation-implementation".Finally,we developed a design framework template based on the big ideas teaching.In terms of practical research,five teaching design cases of the chapter "Algebraic Equations" were designed and carried out in a secondary school in Guilin.According to the requirements of the curriculum and the advice and guidance of the front-line teachers,we designed the "algebraic equations unit test paper" and used the test paper as a tool to conduct tests and conducted statistical analysis using Excel and SPSS26.0 software.In addition,interviews were conducted with a number of front-line teachers of different teaching levels and styles to draw teachers' views and suggestions on teaching middle school mathematics under the big ideas.