Research On Derivative Teaching In Senior High School Based On Reverse Unit Instructional Design

At present,the derivative unit teaching in senior high school has the fragmentation of mathematical content and mathematical thinking,which leads to the fragmentation of students’ knowledge and discontinuous mathematical thinking,and the phenomenon of "pseudo learning".Reverse unit instructional design can effectively improve the current teaching and learning situation,help teachers to grasp the whole course and the deep understanding of the teaching content,and enhance the effectiveness of teaching;Help students construct knowledge system,understand the nature of knowledge,learn to learn.This study combs the existing research results of reverse instructional design and unit instructional design,elaborates the connotation of reverse instructional design and unit instructional design,and establishes the theoretical basis.This paper investigates the current derivative teaching class in senior high school by means of questionnaire and interview.In view of the problems found in the survey,the reverse unit teaching design framework at the macro level and teaching strategies at the micro level are constructed,and the teaching practice research is carried out with "Derivatives of Unary Functions and Their Applications".The investigation of this study found that students attach great importance to the application of knowledge and ignore the essence of knowledge,and teachers have not a deep understanding of unit teaching design,and are accustomed to using past experience to carry out mathematics teaching.This study believes that the reverse unit teaching design needs to grasp the teaching content as a whole,comb the unit knowledge system,determine the overall concept and basic problems of the unit,clarify the unit objectives,disperse the class objectives,clearly point to the evaluation of knowledge and ability,display and analyze the evaluation results,and provide additional help for those who fail to achieve the goal.Teaching activities should be designed from three processes of preparation,construction and application.(1)In the new teaching,problem situations should be created,students’ thinking should be activated,the main line of the class should be designed,logical connection should be emphasized,summary and reflection should be summarized,and mathematical thinking should be improved;(2)In problem-solving teaching,we should first clearly design problem-solving group teaching based on basic problems,change problem-solving teaching from "support" to "release" and variable exercises,improve problem-solving thinking,review and reflection,and define general solutions.