Research On The Unit Teaching Design Of High School Mathematics For Deep Learning ——Take The Unit "Basic Elementary Function(?)" As An Example

To solve the problems of shallow and fragmented mathematics learning of senior high school students and develop students' core literacy in mathematics.Deep learning and unit design are becoming increasingly popular among mathematics educators.However,these two teaching concepts are hard to implement in the senior high school mathematics classroom due to the lack of an operational teaching model.To improve these problems and thus enable senior high school mathematics teachers to design instruction in a more standardized,efficient,and holistic manner,it is necessary to investigate the design of high school mathematics units that point to deep learning.This research mainly adopts literature research,questionnaire survey,interview method,and educational experiment method.This paper carries out systematic research on "how to design a high school mathematics unit for deep learning" from three dimensions of current situation investigation,program construction,and teaching implementation.The main conclusions are as follows.Firstly,the researcher conducted a questionnaire survey of senior students and interviews with high school mathematics teachers at a school in Province A.The results show that first-year students are interested in learning mathematics and have some problem solving and knowledge construction skills,but their level of deep learning in terms of knowledge integration,critical questioning,and transfer application is not high;the teachers' understanding of the concepts of deep learning and unit design is not yet comprehensive and thorough,the teaching methods are rather random and lacking in planning,and the teaching content lacks integration.Secondly,according to the survey results,under the guidance of the understanding-first unit design theory,the general program of high school mathematics unit teaching design is constructed.The process includes three stages:defining the module themes and specifying the expected outcomes;defining the assessment methods and setting the evaluation criteria;planning the teaching process and reflecting on the teaching design.At each stage,the corresponding teaching design strategy is expounded in detail,and a highly operable unit teaching design program is provided.Thirdly,based on a survey of the current situation and the construction of a procedure,a unit on basic elementary functions(?)was designed and implemented with front-line mathematics teachers in two classes in a high school in province A.The results showed that the unit stimulated students' deep learning more than traditional classroom teaching.