| The fragmentation of mathematical knowledge and the incomprehensibility of knowledge abstraction are practical problems faced by many high school students,and one of the effective ways to solve this problem is the large-concept teaching proposed in the "General High School Mathematics Curriculum Standards(2017Edition Revised in 2020)".Big concept teaching makes the course content structured,theme-led,and contextualized course content to promote the implementation of core literacy in mathematics,and big concept teaching is inseparable from unit teaching design.As an important content in high school mathematics teaching,trigonometric functions are directly related to the overall situation of students’ learning mathematics,and because trigonometric functions themselves are abstract and have a wide range of knowledge points,students have difficulties in understanding trigonometric functions.In view of this,this paper takes the trigonometric unit as an example to carry out the research on the teaching design of the unit from the perspective of the big concept.Firstly,in order to investigate the problems existing in the teaching status of trigonometric function units from the perspective of big concepts,this paper supplements and improves the existing interview syllabus,and interviews with relevant teachers and students,and it is found that there are problems in teachers’ understanding of big concepts,difficulties in extraction,and unclear specific operation procedures.Secondly,in view of the above status,on the basis of the ADDIE model,the operation steps of the unit teaching design from the perspective of the big concept are modified: the teaching elements are analyzed with "selecting the teaching content-determining the overall big concept-dividing the small units and determining the big concept-learning situation analysis-teaching key and difficult points analysis-teaching goal determination" as the main line,and designing the teaching plan,then carrying out practice,and finally evaluating the teaching effect in two modes:expressive evaluation and summary evaluation.Based on the operation steps of teaching high school mathematics units from the perspective of the above big concepts,three points are proposed:(1)teachers need to understand the connotation and extraction methods of big concepts in mathematics;(2)Teachers need to clarify all aspects of unit teaching from the perspective of large concepts;(3)Teachers need to design situations and problem chains based on learning situations.Thirdly,in view of the theme of trigonometric functions,according to the operation steps of unit teaching design from the perspective of the above big concept,the unit teaching design is carried out,the overall concept of trigonometric function is determined as the function idea,and the large unit of trigonometric function is divided into five small units according to the general research method of the function,and with reference to the method of determining the type of mathematical thought method in Dr.Li Jiemin’s doctoral dissertation,the large concept of each small unit mainly includes seven types: graphic representation idea,measurement idea,equivalence idea,symbolic idea,Summarize the ideas,deductive ideas and mathematical modeling ideas,and then carry out the teaching objectives design and teaching effect evaluation design of this unit according to the analysis of learning situation and teaching difficulties.Finally,taking the concept section of trigonometric functions as an example,the teaching design and implementation of units from the perspective of large concepts are carried out,and the teaching effect is evaluated from the aspects of expressive evaluation(teacher interview)and summary evaluation(paper-and-pencil test),and it is found that the unit teaching design after integrating the big concept has a promoting effect in improving students’ knowledge system,helping students master mathematical thinking methods and implementing the core literacy of mathematics. |
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