| In order to effectively reduce the excessive academic burden of students in compulsory education,the General Office of the CPC Central Committee and The State Council issued the policy of "Double Reduction" to clarify the requirements for school teaching:Appropriately discard and adjust the traditional rigid and inefficient teaching mode,and help teachers to change from the role of "teaching expert" to "learning behavior designer".In order to better implement the classroom of increasing efficiency and reducing burden under the background of "double reduction" policy,and to better complete the fundamental task of cultivating morality and cultivating people,this study relies on large unit teaching and focuses on the mathematics subject of junior middle school,mainly exploring the following questions:(1)The connection and difference between large unit teaching and traditional class hour teaching,their respective advantages and disadvantages?(2)Why large-unit teaching is more in line with and appropriate to the current educational situation?(3)Based on the educational theory and current situation,what kind of teaching model of junior high school mathematics large unit should be proposed?(4)Does the large unit teaching model of junior high school mathematics adapt to first-line mathematics teaching?(5)According to the results of investigation and case study,how to improve the teaching model of mathematics in large units in junior middle school?This study adopts the literature research method to objectively summarize the connection and difference between large unit teaching and traditional class hour teaching,and in-depth analysis of the reasons why large unit teaching is more in line with and appropriate to the current educational situation.Based on relevant education theories,combined with junior high school mathematics subject characteristics and curriculum objectives,junior high school students learning characteristics,using questionnaire survey and interview method to reveal junior high school mathematics teaching status.Therefore,the design flow chart of large unit teaching mode of junior school mathematics under the "double reduction" policy is proposed(teaching content of large unit → learning situation analysis of large unit teaching → development of teaching objectives of large unit → analysis of teaching process of large unit →assignment arrangement of large unit teaching → formation evaluation of large unit teaching).And draw the "double minus" policy of junior middle school mathematics theme and mathematics problem solving large unit teaching model diagram.In order to verify the practical effect of the large unit teaching model proposed above,this study takes class hours teaching as A reference,and selects two classes in Grade 3(excellent rate and pass rate,basic level of mathematics is roughly the same,and the two classes are taught by the same math teacher)as control class A and experimental class B.The results of the final test and the first-semester test were used as the pre-test analysis,and the teaching of class hours and large-unit teaching mode were respectively conducted according to the teaching process of the above research.Based on Anderson’s cognitive level,the dimension table of knowledge unit objectives and learning level was set up to compare the effects of the overall level and cognitive level under the two teaching modes.And well answer the five questions explored under the background of "double reduction" policy.(1)The relationship between class hour teaching and big unit teaching lies in the similarities in teaching policy,basis for formulating teaching objectives,training objectives,teaching tasks and teaching places.Relatively speaking,the teaching objectives of big units pay more attention to the connection between knowledge before and after(including the knowledge under the same subject and unit),the methods of students’ independent learning and exploration,as well as the cultivation of students’ practical application ability and accomplishment,so as to realize the integration of teaching evaluation,and the teaching assignments are more comprehensive,open and innovative.But the teaching ability and requirements of teachers are obviously improved;Class hour teaching pays more attention to the mastery of individual knowledge,including concepts,principles,formulas and applications,and pays more attention to the broad goals of knowledge and skills,process and method,emotional attitude and values.The teaching method is mechanized,the teaching content is scattered and fragmented,and students’ flexible application and innovation ability is weak.(2)The teaching method of integrated goal,structured content and integrated teaching evaluation proposed by the standard of compulsory mathematics curriculum is the same as that proposed by the University of Mathematics,which is consistent with the goal of cultivating students’ innovation and transfer ability and developing core literacy,focusing on improving the quality of education and teaching,reducing students’ academic burden,and conforming to the educational trend of "double reduction" policy.;(3)Based on the theoretical basis of education and teaching,the characteristics and curriculum objectives of junior middle school mathematics,and the learning psychology law of junior middle school students,the teaching content of large units is reorganized according to the unit theme,the learning situation and objectives of large unit teaching are analyzed,and the theme-based and mathematical problem solving large unit teaching mode conforming to the "double reduction" policy is proposed.(4)Comparative experiments were conducted on the big-unit teaching model respectively,and it was observed that the big-unit teaching model played a good role in developing and innovating students’ thinking,and was well adapted to the mathematics teaching of first-line junior middle schools;(5)Based on the results of the questionnaire and interview questionnaire,clearly understand the teaching status under the "double reduction" policy;Based on the case study of theme-based teaching in large units,the paper recognizes the shortcomings of teaching objectives,teaching processes,teaching assignments and formative evaluation in large units,and makes improvements on this basis,and verifies them again through the large unit teaching model of mathematical problem solving.Therefore,the two teaching modes proposed under the "based" double-reduction policy play a good effect in the actual teaching of junior middle school mathematics,which can better stimulate students’ interest in mathematics learning,help students understand the overall framework of mathematics knowledge and the significance of mathematics learning,and enhance students’ ability of innovation and flexible application.As mathematics teachers,they should carefully study the national education policy,curriculum standards,teaching content,etc.,and clearly grasp the future teaching direction--goal integration,content structure,teaching evaluation integration,and pay attention to the development and improvement of big unit teaching homework,so as to better implement the core quality of mathematics and achieve the cultivation goal of increasing efficiency and reducing burden. |
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