Research On The Teaching Design Of Junior High School Mathematics Unit Based On Core Literacy

A good teaching design is the prerequisite of successful teaching.The teaching design of a single lesson one lesson plan can accurately design the teaching activities of each lesson,but it has certain limitations.In order to further achieve the goal of cultivating students' key competences,unit teaching design plays an important role as a powerful hand in classroom teaching transformation.Based on the key competence,the mathematics unit teaching design helps teachers organize teaching content and grasp teaching goals as a whole,implement teaching and evaluation as a whole,and improve the students' mathematics key competences effectively.Based on the importance of unit teaching design and the goal of developing students' mathematics key competences,the author conducted the study on the junior high school mathematics unit teaching design.This study was conducted by employing the methods of literature research,case analysis,interview and quasi-experiment.First of all,it summarized the relevant theories and the research status of junior high school mathematics key competences and unit teaching design by analyzing existing literature.Secondly,it attempted to find out the existing problems and summarize the characteristics of the current situation by analyzing the cases of junior high school mathematics unit teaching design and interviewing the teachers having problems in teaching design.Thirdly,it constructed the basic framework of junior high school mathematics unit teaching design that is based on the key competences,taking "quadratic function unit teaching design" as an example to show its operation process.Finally,the study carried out a teaching experiment with a pretest and a post test to test the implementation effect of the teaching design of the quadratic function unit.The results are as follows:(1)At present,the problems with junior high school mathematics teachers in the unit teaching design include:incomplete analysis of teaching elements,considering the requirements of curriculum standards as the analysis of curriculum standards,the analysis of students' learning situation being not deep enough,listing the key and difficult points of unit teaching by class hours,unclear division of unit teaching objectives and class teaching objectives,and rigid arrangement of class hours.The interview data indicated the characteristics of the current situation that the teaching design showed a tendency to logical organization approach,the pursuit of formalization and a lack of the development of key competences,embodied by a lack of student-centeredness,focusing on teaching knowledge and the difficulty of integrating key competences.(2)This study constructed the basic framework of junior high school mathematics unit teaching design that is based on the key competences:organizing a complete teaching unit,analyzing teaching elements to ensure the rationality of teaching design,including carrying out the mathematical analysis by grasping the essence,grasping the three important subjects——curriculum standards,teaching materials and students,and analyzing the key and difficult points of the unit and teaching methods,formulating the unit teaching objectives which aims at cultivating the key competences,designing the unit teaching process which is "student-oriented",diversifying the evaluation methods and paying attention to reflection and optimization.(3)The quasi-experimental results showed that the implementation of the mathematics unit teaching design in junior high school can promote students' mathematics key competences,especially the students at levels B and C,strengthen the students'participation in the classroom activities,enhance students' understanding of mathematics,and help students obtain emotional sublimation.This study constructed the basic framework of junior high school mathematics unit teaching design which is based on the key competences and analyzed the operation steps in detail,which generates some implications for the majority of mathematics teachers in the front lines.