Research On Teaching Design Of High School Mathematics Review Course Unit Under UbD Mode

The UbD(Understanding by Design)model is a reverse instructional design model that evaluates before activity design,first proposed by American curriculum experts Grant Wiggins and Jay Mc Tighe.The UbD model provides a new path for unit teaching design,but at present,the theoretical and practical research of UbD mode by scholars at home and abroad is limited to new teaching,and in the face of the rigidity of high school mathematics review mode and difficulty in implementing core literacy,how to apply UbD mode to high school mathematics review teaching has become a problem that many education researchers and front-line teachers need to conduct in-depth research.In this study,students and mathematics teachers from a model high school S school in Henan Province were selected as participants,and the current situation of mathematics review and teaching design of high school mathematics teachers was investigated by distributing questionnaires and interviews.Among them,868 student questionnaires were collected and 729 were valid,with an effective rate of 83.99%;91teacher questionnaires were collected,67 were valid,and the effective rate was 74.0%.On the basis of the survey,the teaching design framework of high school mathematics review course unit under UbD mode is designed by drawing on the ideas,tools and standards provided by UbD,and it is applied to the teaching design of "function" unit review course to verify the operability of the framework.The following results were obtained in this study:(1)It is a practical appeal to study the teaching design of high school mathematics review course units under the UbD mode.The survey results of students show that there are many problems in high school students’ review,such as not being interested in mathematics review,low review efficiency,and many problems that cannot be solved,etc.,and it is found that students’ understanding level is not high and the review status is not good.Next,the Bootstrap test method of Amos software is used to verify that the level of understanding has a mediating effect on the impact of the review status on mathematics performance.The survey results of high school mathematics teachers show that most teachers still use traditional methods and steps when designing teaching for review lessons,and there is a certain room for improvement in teaching design ability.In addition,14 mathematics teachers in S school were interviewed to provide support for this study to apply the UbD model to high school mathematics review lessons.(2)Construction of teaching design framework for high school mathematics review course units under UbD mode and its application suggestions.Drawing on the UbD template version 2.0 and combining the characteristics of mathematics review courses,the teaching design framework of high school mathematics review course units under the UbD mode is designed.The framework is also divided into three stages,stage1 combines the characteristics of the review course,and adds links such as analyzing the focus of the review and reconstructing the review content before clarifying the expected results;Phase 2: Design diverse assessment evidence and corresponding evaluation rubrics;Stage 3 adds the division of unit hours and the specific lesson design after planning learning activities.Subsequently,suggestions for the application of the framework to mathematics review teaching are made:(1)Unit objectives promote development and reflect "hierarchicality";(2)Basic questions promote understanding and highlight "inquiry";(3)The assessment method promotes reflection and follows the "scientificity";(4)Consistent objectives,evaluation,and teaching,emphasizing "wholeness".(3)Based on the test results and design framework,the "function" unit review teaching design case is given.In order to understand the students’ academic situation,the four modules of function concept and nature,reference to power function,trigonometric function and function application were studied to compile the "function" unit test paper,and the core literacy coding and score division of the 27 test points in the test paper were carried out.The results show that the students have low scores in the function application module and poor core literacy in mathematical modeling,and the suggestions for applying the UbD model to the review teaching of function units are proposed:(1)Pay attention to the essence of functions and break through key difficulties;(2)Pay attention to the application of models and develop modeling literacy;(3)Advocate variant teaching and follow development needs;(4)Focus on comprehensive application and cultivate divergent thinking.On this basis,a case of "function" unit review teaching design in UbD mode is designed,and the interview results of three high school mathematics teachers show that the teaching design framework of high school mathematics review unit in UbD mode is operable.