Teaching Design Of Mathematics Unit In Junior Middle School Based On Project-based Learning

Mathematics Curriculum Standards for Compulsory Education(2022 Edition)emphasized that teachers should enrich teaching methods and choose ways that can trigger students to think.Explore unit teaching,actively carry out comprehensive teaching activities such as project-based learning,and choose a variety of teaching methods according to the characteristics of learning tasks and learning objects,so that students can understand mathematical ideas in practice,exploration,experience,reflection,cooperation and communication,accumulate basic activity experience,and improve the core literacy of mathematics.Unit teaching refers to a teaching mode that analyzes and integrates learning content based on curriculum standards,aims to develop students’ core literacy,and analyzes and integrates learning content according to the core concepts of the subject,so that students can master relatively complete unit knowledge through exploration and practice.Project-based learning,also known as PBL(Project-based learning),is an exploratory learning with practical problems as the core.In the learning process,students’ practice and cooperation are emphasized.At the end of learning,the project works are taken as results and displayed and exchanged.On the basis of sorting out the existing literature of "unit teaching design" and "project-based learning",this study explores the feasibility of integrating the two in junior high school mathematics teaching.According to the results of the interview survey,the necessity and urgency of junior high school mathematics unit teaching design based on project-based learning are explained.Learn from the "ADDIE" model in unit teaching design,the process of mathematical unit teaching design and the relevant theories of project-based learning,build the framework and process of junior high school mathematics unit teaching design based on project-based learning,and develop the teaching case design of the "quadratic function" unit,so as to improve students’ mathematical core literacy.Search for a feasible path.The full text is divided into six parts:The first part: Introduction The first part of the introduction is the overall elaboration of the research of the paper.It mainly introduces the proposal of the research problem of the article,the review of the research status of the problem at home and abroad,the purpose and significance of the research,the research ideas,the main innovation points of the research and the important and difficult points of the research.Part two: Overview of PBL and unit teaching design.This part mainly elaborates the concept and characteristics of project-based learning and junior high school mathematics unit teaching design,and defines the difference between project-based learning and project learning,and the similarities and differences between unit teaching design and class teaching design.On this basis,the connotation and constituent elements of the junior high school mathematics unit teaching design based on project-based learning are analyzed.Part three: Investigation on the current situation of unit teaching design based on projected learning.Through field investigation and research on the mathematics classrooms of six junior high schools in H Province,ten teachers were selected and interviewed to understand the current situation of unit teaching design of mathematics classrooms based on project-based learning.The survey found that teachers recognize the role of project-based learning and unit teaching design in cultivating students’ core literacy,but they are less used in mathematics classroom teaching."Teachers themselves lack relevant theoretical knowledge and practical experience" and "students’ independent learning ability" have become the main reasons for the less use of the two methods.Teachers have some difficulties in project-based learning and unit teaching design,which are mainly reflected in details such as "unit content division","project formulation","learning objectives" and "problem design"Part four: The fourth part is based on the unit teaching design of projected learning.The fourth part is mainly divided into two aspects: theoretical basis and practical basis.On the basis of Mathematics Curriculum Standards for Compulsory Education(2022 Edition),we seek the basis for this research from both theoretical and practical aspects.The theoretical basis mainly elaborates in detail the constructivist theory,pragmatism theory,discovery theory,and analyzes the enlightenment and connection between these three theories to project-based learning and junior high school mathematics unit teaching.Practice is based on the connection between the two and the significance of the combination,laying a theoretical foundation for research.Part five: The process and method of junior high school mathematics unit teaching design based on project-based learning.Combined with the problems in the mathematics classroom in the interview survey and the theoretical research related to project-based learning and unit teaching design,starting from the basic principles of teaching design and based on the "ADDIE" model of unit teaching design,the framework and process of project unit teaching design are constructed,supplemented by specific design methods,and discussed in detail respectively.Part six: Case analysis of the teaching design of the "secondary function" unit of junior high school mathematics based on projected learning.This part selects the chapter of " quadratic function" in junior high school mathematics of East China Normal University as a case,analyzes from the three parts of case background,case design and design reflection,and appropriately applies the process and strategy of the fifth part in the case design.According to the characteristics of the quadratic function chapter itself,under the overall guidance of the design framework and process,a junior high school mathematics "quadratic function" unit teaching design scheme based on project-based learning is designed.The innovative points of this study are reflected in two aspects.The innovation points of this research are reflected in two aspects.The first is the innovation of the research view.With the promulgation of the Mathematics Curriculum Standards for Compulsory Education(2022 Edition),new ideas and methods have come into view.Based on this,the author carries out research on new methods of mathematics teaching and promotes the reform of the mathematics classroom.Second,the research content is new.Project-based learning and unit teaching design are of great help to the cultivation of mathematical core literacy and the improvement of students’ high-level thinking.The author organically combines the two in mathematics subjects,puts forward teaching framework,process and other methods in teaching practice,and takes the "quad function" as a case to design teaching.The research will be implemented.