The Research On Teaching Instruction Of Mathematics Unit From The Perspective Of Big Ideas In High School

In Development of Chinese Students’ Core Competency released in 2016,it is clear that the core competency of students should be developed,the current Subject Oriented and Knowledge Oriented phenomenon should be changed,the professional development of teachers should be promoted and led,and the essential character and key ability of students should be cultivated to adapt to society and their own development.Subsequently,in Curriculum Standards for Mathematics in Ordinary High Schools(2017 Edition,2022 revision),it is proposed that curriculum teaching should focus on the idea of subject as the center and the implementation of the core competency.As the big ideas are the refining and integration of subject knowledge,they help students to dig deeply into the nature of subject and is the anchor point to promote knowledge understanding and competency cultivation.Therefore,the whole unit teaching from the perspective of big ideas is conducive to the implementation of students’ core competency.Therefore,this dissertation studies the unit whole teaching of high school mathematics from the perspective of big ideas theory,and designs specific teaching examples.First of all,the author reviews the generation and development of big idea and unit teaching,as well as the research on the combination of big idea and unit teaching.Based on references,this dissertation will provide a theoretical basis for designing the questionnaire on the current situation of high school mathematics unit teaching and proposing the design framework of high school mathematics unit teaching from the perspective of big ideas.Secondly,the questionnaire is used to investigate and analyze the big ideas and unit teaching of high school mathematics teachers.Through the investigation,the following conclusions are obtained:(1)High school mathematics teachers are familiar with unit teaching and have strong willingness to implement unit teaching,but the implementation of unit teaching is not many times.In addition,the development of unit teaching is in urgent need of help.(2)High school mathematics teachers believe that big idea unit teaching helps teachers and students develop together.They accept the big idea teaching but have a misunderstanding of the big idea.Therefore,unit teaching from the perspective of big ideas is feasible,but it needs to be perfected constantly in teaching practice.Then,combining with the current situation of unit teaching of high school mathematics,this dissertation analyzes the fit between the theory of big idea and unit teaching design of high school mathematics,and puts forward the framework of unit teaching design of high school mathematics from the perspective of big ideas.This framework includes four steps: refining the unit concept and establishing the unit structure,refining the big ideas and determining the unit learning objectives,designing the unit learning activities around the big ideas,testing the subject concept and implementing the unit evaluation.Finally,under the guidance of the theoretical framework,the teaching design example of Ellipse and Its Standard Equation is given in the unit of Equation of Conic Curve.It is found that the whole unit teaching under big ideas has great significance in promoting teachers’ professional development and cultivating students’ core competency.