| With the requirement of "deepening education reform and comprehensively promot ing quality education",the six core literacies of high school mathematics have gradually become the focus of in-depth discussion and research by experts and scholars and frontline mathematics teachers,and teachers also pay more attention to the cultivation and de velopment of students’ core literacies in mathematics classroom teaching.In 2021,the Ministry of Education introduced the "double reduction" policy to reduce the pressure o f students’ excessive homework in school and the heavy training burden outside school.The "double reduction" policy emphasizes the importance of reducing the burden but no t the quality,so it is important to strengthen the foundation of mathematics in the classro om,improve the quality of mathematics classroom teaching,and promote the implemen tation of core literacy in teaching practice.For a long time,we have been using class time as the unit of instruction,designing the content and objectives of the lesson in a 40-minute or 45-minute session,but this for m of teaching may cause the implementation of teaching objectives and students’ inabili ty to form a systematic cognition because of the isolation and fragmentation of teaching contents.Compared with the traditional "classroom teaching","holistic unit teaching" c an help students construct the knowledge system scientifically and effectively,and devel op core literacy in mathematics from a higher perspective.Based on the unit teaching m odel,this study investigates the application of the unit teaching model in classroom prac tice based on the function content which is difficult for junior high school students to m aster,and aims to provide reference teaching cases for the current research on unit teach ing design.This study firstly clarifies the research problem and direction,and formulates a rea sonable research process and method;secondly,through extensive reading of literature,the definition of core concepts is clarified,and the research development process and th e theoretical basis of unit teaching are understood;then,from the perspective of combini ng theory with practice,the characteristics,principles and process of mathematics unit t eaching design are analyzed;then,the focus is on the core literacy perspective of middle school mathematics "Then,we focus on the design of the unit teaching scheme of "func tion" theme in middle school mathematics from the perspective of core literacy,and exp lore the implementation strategy of classroom teaching.Through the analysis of the teac hing elements of the "function" theme unit and the analysis of the students’ situation,the flow chart of the teaching design of the "function" theme unit and the teaching objectiv es of the sub-unit under the big unit,the division of the lesson time,and the case of the f unction unit-lesson "the graph and properties of the primary function" and "practical pr oblems and quadratic functions-the arch bridge problem" were taught.-After the lesso n,we analyzed the effect with students’ feedback.Through teaching practice and effect analysis,it is found that the design of the unit is more in line with students’ cognitive development,and can highlight students’ subjecti vity in the teaching process and promote students’ learning.In terms of knowledge and s kills,students can further master knowledge,apply knowledge,establish the interconnec tion of knowledge structures and form effective transfer of knowledge;in terms of the in filtration of core mathematical literacy and the cultivation of mathematical thinking,stu dents can establish model awareness,master the method of using mathematical knowled ge to solve practical problems and develop core literacy.However,the teaching design o f the unit is difficult,requiring teachers to have relatively rich teaching experience,stron g ability to master the teaching content,and a deep understanding of students’ cognitive level.The teaching effect of the unit should be evaluated in a multi-dimensional and div ersified way. |
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