Case Study On The Unit Teaching Design Of High School Mathematics

In today’s mathematics teaching,most teachers still organize teaching by class hours.This kind of teaching design could lead to fragmentation of the knowledge and result in teachers analyzing content only in class hour.So there is an urgent need to change the teaching status quo.In order to promote the development of students,the "General High School Mathematics Curriculum Standard(2017 Edition)" puts forward mathematics teaching suggestions,and the key to those is to implement unit teaching.It can cultivate the core literacy.In view of this,focusing on this research can provide reference for teachers’ practice.In this study,firstly,use the literature research method to clarify unit teaching design’s connotation,and sort out related research.Secondly,via the interview method,introduce guiding ideology,characteristics,types,and implementation steps of high school mathematics unit teaching design.Thirdly,design three dimensions to obtain the mathematics unit teaching status.Finally,taking the theme of "the line is parallel with plane",expound the implementation.In general review,the outstanding results of this study mainly include the following three points:1.Through the theoretical research,the conclusions are as follows:(1)The guiding ideology of high school mathematics unit teaching design mainly includes holistic thinking and the further level of core literacy;(2)High school mathematics unit teaching design has 5 characteristics:holistic,gradual,student-oriented,creative,and developmental;(3)High school mathematics unit teaching design has 3 types:unit instructional design based on core mathematics knowledge,unit instructional design based on mathematical thinking and method,unit instructional design based on core literacy of mathematics;(4)The operation steps of high school mathematics unit teaching design mainly include analyzing content and selecting themes,constructing unit content systems based on themes,analyzing teaching elements,compiling teaching objectives,designing teaching processes,evaluating reflections and improvements.2.By interview,the following conclusions are drawn:(1)In terms of understanding of unit design,most of teachers are able to grasp the overall characteristics of mathematics unit design.However,other teachers lack the overall unit idea.(2)In terms of understanding the specific steps,there are many problems: firstly,when formulating unit teaching goals,some teachers couldn’t center on the key point;some teachers couldn’t handle the unit goal and class time goals;secondly,a part of teachers only choose one evaluation method,so that the evaluation results are not comprehensive,ignoring the usual changes.(3)In the practice of unit teaching design,all interviewees have achieved good results.For example,students can understand the connections between knowledge,and form the knowledge system;can understand learning method and exercise thinking.At the same time,teachers also have some confusion in practice.For example,some teachers are confused about the teacher’s ability and energy when designing the unit teaching;some can’t grasp the way of carrying out unit design effectively,so that teachers require systematic guiding theories.3.Using the case analysis method,taking the theme of "straight line and plane parallel",explain the steps of high school mathematics unit teaching design and form unit teaching design.