Research On The Unit Teaching Of "Preliminary Solid Geometry" In Senior High School Math

The "2017 National High School Mathematics Curriculum Standards(Revised in 2020)" requires teachers to highlight the main theme of mathematical content,emphasize the internal development logic and thinking methods of mathematics,and handle the relationship between mathematical knowledge and skills and the core literacy of mathematics.Unit teaching can help teachers systematically master teaching content,discover internal development laws,thinking methods,and the relationship between core literacy and teaching content.It is an effective way to improve teaching efficiency,enhance teachers’ professional development,and effectively implement mathematical core literacy.Meanwhile,the "Preliminary Solid Geometry" chapter is a key content in high school mathematics and an important carrier for cultivating students’ various core literacy in mathematics.Therefore,this paper conducted a study on the unit teaching of "Preliminary Solid Geometry" in high school mathematics.In this paper,we apply a combination of teaching methods,including literature research,survey and experimental methods.First of all,we read the literature about unit teaching,mathematical unit teaching and "Preliminary Solid Geometry" teaching at home and abroad,studied the relevant theories,defined unit teaching and mathematical unit teaching,and analyzed the characteristics of "preliminary unit teaching,and analyzed the characteristics of "Preliminary Solid Geometry" unit teaching content.Secondly,interviews were conducted with front-line teachers to understand the current status of the implementation of the unit,and classroom recordings of the chapter "Preliminary Solid Geometry" were observed and analyzed.Finally,on the basis of the previous theory and reality,the seven steps of teaching "Preliminary Solid Geometry" were extracted for the design and implementation of the unit..The research conclusions of this paper are as follows: theoretical research conclusion: combined with the unit teaching theory and the characteristics of the "Preliminary Solid Geometry" unit,the unit teaching model of "Preliminary Solid Geometry" was extracted;practical research conclusion:(1)Units that incorporate specific unit features are more conducive to student learning.(2)Teaching design from the perspective of the whole unit is more conducive to teachers’ professional growth.In summary,the following suggestions are derived:(1)The theoretical aspects of unit instruction have been less explored in terms of the characteristics of specific mathematical units and modules.Therefore,more additions and refinements can be made to the unit teaching model based on specific unit content characteristics.(2)In the process of designing mathematical unit teaching,teachers need to study the theoretical system of unit teaching seriously,study the mathematics curriculum standards carefully,study the textbook carefully,ponder the arrangement significance of the textbook,explore the unit teaching model belonging to this unit combined with the characteristics of this unit,and pay more attention to the design of the starting and ending classes of the unit teaching process.Teachers need to prepare for students carefully so that they can design unit teaching more flexibly.Teachers need to dig the auxiliary role of modern information technology carefully and pay attention to the combination of modern information technology and unit teaching.(3)In the process of implementing mathematical unit teaching,teachers should observe and evaluate students’ learning status in a timely manner,modify and improve teaching design according to students’ feedback.