Research On Teaching Design Of Junior High School Equation Units Based On Big Ideas

From the Opinions on Comprehensively Deepening Curriculum Reform and Implementing the Fundamental Task of Cultivating Morality and Educating People issued by the Ministry of Education in 2014 to the Mathematics Curriculum Standards for Compulsory Education(2022 Edition),it can be seen that the teaching in recent years and even in the future has been emphasizing the cultivation of students’ core qualities.The teaching of cultivating students’ core quality can not be the indoctrination and accumulation of knowledge,but the integration of subject content,so as to carry out the whole teaching unit.With that comes the burning question of how to integrate content.In the "Common high school Mathematics Curriculum Standards(2017 edition)" pointed out that the subject concept should be taken as the core,so as to make the curriculum content structured and promote the implementation of core literacy.Big ideas can reflect the nature of the subject and is the main line of teaching,while unit teaching is a teaching mode based on the integrity principle.Therefore,unit teaching based on big ideas emphasizes the structure of knowledge and makes the organic connection of fragmented knowledge,so as to deepen understanding and promote migration.It can be seen that unit teaching design based on big concept can solve the problem of appeal.The current data show that the research on unit teaching design focusing on big ideas in junior middle school mathematics is not deep enough.In addition,junior middle school equation is an important model to solve practical problems,and it is of great value to lay the mathematical foundation and mathematical thought of students,which is a key and difficult point in junior middle school mathematics learning.Therefore,based on junior middle school equations,this paper studies how to carry out unit teaching design based on big ideas.The contents and results of the study are as follows:First of all,through the review of domestic and foreign literature on "big ideas,unit teaching and unit teaching based on big ideas",it is found that there is no unified definition of big ideas,but there is a consensus on the role of big ideas in guiding,deepening and transferring.Secondly,the teaching situation of equation content in junior middle school was observed through classroom recording,and then the learning status of junior middle school students in equation content was understood by questionnaire survey.Through the investigation and analysis,the following two conclusions are drawn:(1)in the teaching of teachers,first,in the teaching objectives,there are situations such as ignoring the core quality,not being specific and ignoring the subject status of students;Secondly,there are some problems in teaching activities,such as organizing teaching with fragmented knowledge points,not paying attention to the infiltration of mathematical thoughts and not guiding students to construct knowledge system.(2)In terms of learning,students’ weak grasp of equation content in junior middle school is fractional equation and equation solution of word problems,and students can’t establish the overall knowledge structure of equation.Then it analyzes the value of equation unit teaching design based on big concept in junior high school and demonstrates the necessity of unit teaching design based on big concept in junior high school equation content.Secondly,the teaching situation of equation content in junior middle school was observed through classroom recording,and then the learning status of junior middle school students in equation content was understood by questionnaire survey.Through the investigation and analysis,the following two conclusions are drawn:(1)in the teaching of teachers,first,in the teaching objectives,there are situations such as ignoring the core quality,not being specific and ignoring the subject status of students;Secondly,there are some problems in teaching activities,such as organizing teaching with fragmented knowledge points,not paying attention to the infiltration of mathematical thoughts and not guiding students to construct knowledge system.(2)In terms of learning,students’ weak grasp of equation content in junior middle school is fractional equation and equation solution of word problems,and students can’t establish the overall knowledge structure of equation.Then it analyzes the value of equation unit teaching design based on big ideas in junior high school and demonstrates the necessity of unit teaching design based on big ideas in junior high school equation content.Thirdly,it analyzes the unit instructional design model of big ideas at home and abroad,and obtains the characteristics of unit instructional design based on big ideas,and optimizes the existing model,and obtains the unit instructional design model based on big ideas:(1)Determine the teaching unit;(2)Extract big concepts;(3)Determine the concept hierarchy;(4)Develop unit goals;(5)Determine the evaluation evidence;(6)Design classroom teaching activities.Finally,it analyzes the content of junior middle school equation unit,extracts the unit concept of junior middle school equation as "equation thought",determines the concept hierarchy system of equation unit,and promotes the structure of junior middle school equation content.In addition,taking "fractional equation" as an example,a complete teaching case is developed according to the unit teaching design model proposed in this paper,so as to transform it from theory into practice,and also provide some references for first-line junior middle school teachers in the actual unit teaching design process.