Large Unit Teaching Design And Practice Research Of High School Mathematics Based On Mathematics Abstraction

Since the Ministry of Education issued opinions on Comprehensively Deepening Curriculum Reform and Implementing the Fundamental Task of Moral Education in2014,and formally proposed the concept of "core literacy system",the research on the core literacy of mathematical abstraction has been deepened.Therefore,the author firstly combs the concept definition and cultivation strategy of mathematical abstraction.Different from traditional teaching,large unit teaching pays more attention to the connection,understanding and application of knowledge.This happens to coincide with the cultivation requirements of core literacy.However,at present,large unit teaching design theory is more than practice.On the basis of sorting out large unit teaching theory,the author takes the chapter of "Derivative of One Variable Function and its Application" as an example to develop teaching cases,and thus determines the process and paradigm of general large unit teaching design.That is,from the analysis of curriculum standards,analysis of teaching elements,the development of unit class plan,the development of teaching objectives,design evaluation tasks,teaching and reflection of six dimensions.The author chose two classes with similar levels to conduct a comparative study on large unit teaching and traditional teaching.During the one-month teaching practice,the author chose three representative academic level test data for analysis.The results show that large unit teaching has significant effect on the improvement of students’ academic level and mathematical abstract thinking ability.It can also be seen from the results of questionnaire and interview that large unit teaching also significantly enhances students’ learning interest and autonomous learning ability.Finally,the shortcomings of the research and the direction of future research are discussed.