The Teaching Design Of The Starting Chapter Based On The Big Idea In High School Math Class

The advancement of core competences on mathematics discipline requires high school math teachers to guide students to set up the concept of overall learning through higher teaching thinking and teaching practice.As the advance organizer of the whole chapter,the starting chapter plays a role of macro-control on the whole chapter learning,and is a good carrier to cultivate students' overall concept.Therefore,the combination of big idea and the starting chapter teaching design in high school math class provides a new way to implement the core competences of mathematics discipline.Meanwhile,in the actual teaching,high school math teachers do not have a comprehensive and profound understanding of the big idea and starting chapter learning,and can rarely design the teaching of the starting chapter based on the big idea,so the starting chapter teaching fails to realize its function and value of leading the whole chapter.Based on the above background,this paper mainly adopts literature analysis and case analysis to study the teaching design of the starting chapter based on the big idea in high school math class.With the purpose of realizing the understanding,connection and transfer functions of the big idea,the study is conducted from two aspects of requirements and strategy,process and method research,taking the core concepts,central problems and main thinking methods as the main forms of expression.This paper analyzes the specific meaning of the big idea and the starting chapter teaching design in high school math class,and puts forward the requirements that should be met in the starting chapter teaching design based on the big idea,that is,highlighting the role of the advance organizer,reflecting the core position of the big idea,and containing rich knowledge growth points.Accordingly,six teaching design strategies are given,including identifying the starting point,selecting the content,integrating the target,clarifying the main line,designing the problem skillfully and evaluating the stage.On the basis of these strategies,this paper puts forward specific teaching design methods according to the process of teaching starting point analysis ? teaching objective analysis ? teaching content selection and integration ? teaching process design ? learning effect evaluation.Based on the theoretical research,three representative teaching design cases are completed with the three forms of expression of the big idea as the main line,fully demonstrating the feasibility of the theoretical research conclusions in guiding practice.