Unit Teaching Design Of Mathematics Of Grade Three In Senior High School Based On PBL Tea Ching Model

Problem-Based-Learning(PBL)and “Unit Teaching Design” are two models advocated by the new curriculum standard.These two models play a great role in promoting the interest,problem awareness and learning efficiency of grade three students in senior high school in learning mathematics,and they can also cultivate and develop students’ core literacy of mathematics.This study aims to explore the combination of these two models,and the study explores the following three research questions: what is the theory and process of unit teaching design under the PBL teaching model in this study? How to design teaching activities under this model? What is the implementation effect of this model? On the one hand,it can improve the efficiency of mathematics class teaching,on the other hand,it can promote students’ meaningful learning.In order to answer the research questions,first of all,based on the review of the research status of the PBL and the unit teaching design,and the learning of the related theories of unit teaching design in senior high school mathematics under the PBL teaching model,the researcher summarizes the specific steps of the unit teaching design of mathematics in grade three in senior high school under the PBL teaching model:(1)integrate the content of the unit;(2)analyze the basic elements;(3)determine the teaching objectives,key points and difficult points:(4)the preparation of core issues;(5)design the teaching process;(6)analyze the teaching effect.Then,the researcher chooses the “number sequence” unit in the compulsory 5 of the PEP in senior high school mathematics to carry out the unit review teaching design under the PBL teaching model,and takes the students in a class in the senior high school in Lanzhou,Gansu Province as the subjects to carry out the experiment.Moreover,after the end of the teaching,on the one hand,a questionnaire survey is conducted on the students in the class,on the other hand,the scores before and after the implementation of the teaching are sorted out,and the results are processed by SPSS.The results show that the unit teaching design under the PBL teaching model is effective in both performance and cognition.Finally,the research prospect is demonstrated.The result shows that unit teaching design of the “sequence” under the PBL teaching model can not only stimulate students’ interest in learning,but also improve students’ problem awareness and ability to actively construct knowledge.As far as teachers are concerned,it can help to sort out the logical structure on teaching content,actively guide students to think about problems,and help students to get knowledge and ability through problem solving,so as to effectively teaching in the class.Thus,it can be concluded that the use of the PBL teaching model in unit teaching design is not only conducive to the improvement of review efficiency,but also can promote the comprehensive development of students in the teaching process of review lessons of grade three in senior high school.