Research On Unit Overall Instructional Design Pointing To Deep Learning

Along with the promulgation of the General High School Mathematics Curriculum Standards(2017 Edition Revised 2020),the connection between high school mathematics teaching and core literacy has become increasingly close,and the development of students’ core literacy has become a fundamental purpose of current front-line teaching.Deep learning has the characteristics of focusing on researching and analyzing the essence of knowledge,achieving overall coherence,and cultivating higher-order thinking,which is important for cultivating students’ key abilities and enhancing literacy.The unit instructional design theory focuses on teaching wholeness from multiple elements such as objectives,evaluation and process,which is in line with the general characteristics of mathematics subject: wholeness and the continuity of development embodied in core literacy in the teaching process.Based on the perspective of deep learning theory,this study combines the unit teaching model,proposes a unit teaching strategy and model path that points to deep learning,and uses the trigonometric function unit as the research vehicle to conduct a case study of unit teaching design that points to deep learning.The specific research process is as follows.Firstly,the literature related to deep learning theory,unit teaching design and trigonometric function is sorted out and analyzed with the help of literature analysis method to grasp its specific research status,which provides the theoretical basis for the subsequent research.Secondly,the current situation of in-depth learning of trigonometric function units for high school students is understood through questionnaire and test paper methods,and it is found that most students still have problems such as shallow learning,mechanical memorization of formulas,and weak ability of comprehensive application of knowledge.The reasons for these phenomena are closely related to teachers’ shallow and fragmented teaching.With the help of questionnaires to understand the current situation of front-line teachers’ implementation of unit teaching design,this study finds that some front-line teachers are influenced by many teaching tasks,high teaching pressure,and inadequate school training system,resulting in their own lack of attention to unit teaching design theory,weak understanding of mathematics as a whole,and inadequate implementation of unit teaching design.Again,this study analyzes five logical elements of unit instructional design under deep learning from a theoretical perspective,namely: preparing literacy-oriented unit progression learning goals,creating continuous unit assessment tasks,constructing holistic unit learning processes,designing hierarchical homework tests,and conducting critical post-learning reflections.The path of the unit teaching model under deep learning can be summarized in five steps: analyzing the elements of unit teaching,determining the unit learning theme,preparing unit learning objectives,developing unit learning assessment,and designing the unit learning process.Based on this process,the unit teaching design of trigonometric functions was carried out,and the case study was used to elaborate how to carry out the unit teaching design of high school mathematics based on deep learning theory.