Research On High School Mathematics Unit Teaching Design To Promote Meaningful Learning

With the effective implementation of the new curriculum reform,school classroom teaching pays more attention to cultivating students’ basic thinking ability,key character and essential quality,and emphasizes meaningful learning with thinking as the core,wholeheartedly participating and actively constructing,which provides an effective way to cultivate and develop students’ core literacy.The unit teaching under the guidance of the holistic thought can enable teachers to stand at the height of the subject knowledge system and have an "overall outlook" on the class hour plan,promote students to establish the relationship between old and new knowledge,grasp the core knowledge of mathematics,experience the essence and ideological methods of mathematics,form positive internal learning motivation and advanced social emotion,and promote students to realize meaningful mathematics learning.The equation of conic curve is the key content of plane analytic geometry in senior high school mathematics.It is very necessary to carry out unit teaching research to promote meaningful learning for the chapter of the equation of conic curve.This thesis explores the relationship between meaningful learning theory and unit teaching through literature analysis,questionnaire survey and consulting a large number of literature.Taking the chapter "equation of conic curve",an optional compulsory course of ordinary high school textbooks in people’s Education Edition A(Institute of curriculum and teaching materials of people’s education press,2019),as an example,relying on the educational practice platform,this thesis investigates the current teaching situation of conic curve in a high school in Shihezi City,and tries to design a conic curve unit teaching scheme that can promote meaningful learning in combination with the characteristics of meaningful learning theory and unit teaching.Through the questionnaire survey,it is found that teachers generally recognize the unit teaching method,but their mastery is not ideal;The causes of students’ difficulties in learning conic curve mainly focus on "easy confusion of basic properties","difficult methods,unexpected" and "many connections with other knowledge".According to the meaningful learning theory and the characteristics of unit teaching design,this thesis reconstructs the class order of teaching materials,sets up the beginning and end courses of the chapter,and gives the unit teaching design of the chapter "equation of conic".Finally,it puts forward some strategies to promote meaningful learning in senior high school mathematics unit teaching design,that is,to construct the advance organizer and change the strategy from "learning knowledge" to "learning to learn";The development strategy of promoting students’ good cognitive structure from a high perspective;Carry out characteristic practice theme activities to stimulate students’ desire for meaningful learning strategies.The use of unit teaching design in conic section can well comply with the law of students’ cognitive development,guide students to develop critical,divergent and creative high-order thinking,cultivate students’ mathematical core literacy and realize meaningful learning.It can also provide thinking and reference for teachers to realize unit teaching to promote meaningful learning in conic teaching.