Research On The Teaching Strategy Of Plane Analytic Geometry Unit In High School Based On UbD Theory

The teaching design of this unit is mainly supported by the “High School Mathematics Curriculum Standards”(2017 Edition),which pays more attention to the integrity of knowledge,and reveals the teaching of the unit from the occurrence and development of knowledge,which can promote the development of students' core competencies in mathematics.Understanding First(hereinafter referred to as "UbD")is the theoretical and framework support for the entire project.Plane analytic geometry,as a teaching problem in high school mathematics,is a good carrier for unit teaching design.Therefore,it is very necessary to design the unit teaching of plane analytic geometry in high school based on UbD theory.This thesis focuses on the following three questions:(1)What problems do high school math teachers have in the teaching of plane analytic geometry units?(2)What is the teaching strategy for this unit?(3)How effective is the implementation of the unit teaching strategy?Firstly,this thesis summarizes the related researches on unit teaching theory and UbD theory through literature review.Secondly,according to the interview results and relevant literature,a teaching strategy for the unit of plane analytic geometry in high school based on UbD theory is proposed.Then,the teaching strategies are applied in three class hours.Finally,students' mathematics academic quality level in this unit is assessed based on the scores of the three test questionnaires.The problems existing in the overall teaching of plane analytic geometry are:(1)from the perspective of mathematical knowledge,the knowledge content is large,trivial,difficult,highly similar,and easy to be confused;(2)from the perspective of students,they are prone to fear of difficulties and lack of confidence in learning;students fail to grasp the relationship between “curves and equations”,and cannot perform “geometry” and “algebra” interchange;students do not understand the principles of knowledge and rote memorization,resulting in a low degree of knowledge transfer;students' problem-solving ideas are rigid and single,which leads to complicated calculations;(3)from the teacher's point of view,teachers are accustomed to dividing knowledge by class hours,ignoring the relevance and systematicness,and lacking the guidance and penetration of basic research ideas;teacher-led indoctrination classrooms lack inspiration and exploration,which is not conducive to students' independent thinking;the subject and dimension of teaching evaluation are single and static.Based on the above problems,this thesis proposes three teaching strategies:(1)Strategy1 is a large conceptual sub-unit to build a pyramid-type knowledge system.(2)Strategy 2 is to promote self-directed learning for multidimensional dynamic assessment of the teaching process.(3)Strategy 3 agrees on teaching and evaluation with a focus on learning experiences.Based on UbD theory and unit teaching theory,this thesis proposes teaching strategies for the existing problems of plane analytic geometry,which is of great significance for improving the current teaching situation and promoting students',“true understanding” and“knowledge transfer”.