Research Teaching Design Of Basic Elementary Function Unit In High School Based On UbD Theory

With the implementation of the General Senior Secondary Mathematics Curriculum Standards(Revision 2020,2017 Edition),mathematics teaching and learning has been paying more and more attention to the cultivation of core literacy in the subject.Unit teaching design has also gradually become a breakthrough in cultivating core literacy,and more and more scholars have devoted themselves to research on better implementation of unit teaching.UbD theory is a relatively popular and mature unit teaching design concept overseas,and is considered to be the theoretical cornerstone for designing unit teaching.The basic elementary functions,as part of the functions throughout the teaching activities in senior secondary schools,are also one of the important and difficult contents of mathematics learning for senior secondary students,and can be used as a vehicle for unit teaching.Experimenting with the unit teaching of basic elementary functions based on UbD theory provides a reference experience for front-line teachers to explore the teaching design of subject literacy.This paper focuses on three main elements of work:(1)The problems students have when learning the function unit;(2)The operational procedures for teaching the unit based on UbD theory;(3)The effectiveness of implementing the procedures for teaching the unit based on UbD theory.The study includes: firstly,analysing the effectiveness of combining UbD theory with unit teaching,finding the research literature on UbD theory at home and abroad,and laying the theoretical foundation for the subsequent study.Secondly,an analysis of students’ problems in learning function units is conducted in conjunction with questionnaire data.The content and focus of the unit on basic elementary functions are then analysed from the perspective of the six elements of teaching and learning,and a "case study of teaching a unit on basic elementary functions based on UbD theory" is designed by combining the operational procedures of UbD theory.Finally,the effectiveness of the UbD theory-based unit design on the teaching of mathematics units in senior secondary schools is analysed by means of mathematics achievement tests and teacher interviews.The results show that compared to traditional instructional design,the UbD theory-based unit instructional design has the following advantages.(1)The UbD theory-based unit design follows the form of "objectives-assessment-activities",which flips the sequence of teaching activities and assessment and helps to realise(1)The UbD theory-based unit design follows the form of "Objective-Assessment-Activity",flipping the sequence of teaching activities and assessment,which helps to integrate "teaching,learning and assessment".(2)Unit teaching based on UbD theory helps students truly understand the knowledge they have learned,promotes the transfer and application of mathematical knowledge,and also helps to develop students’ core competencies.It also helps teachers to further clarify teaching objectives and develop students’ autonomy in the teaching process.(3)Unit teaching based on UbD theory promotes students’ ability development,improves learning outcomes,and ultimately affects students’ academic performance.