An Action Research On Holistic Unit Teaching And Learning Of Junior Secondary School Under The Broad Concept Of Subject Big Concepts

In the 2022 edition of the new curriculum,it is clearly proposed that in order to truly implement the core literacy of mathematics,mathematical knowledge should be structured in a unit-whole teaching approach,so in recent years various disciplines have been feverishly conducting research on unit-whole teaching,and most of these studies have integrated the broad concepts of the discipline into the unit-whole teaching for instructional design.However,most of these studies have focused on elementary and high schools,and fewer have carried out such instructional practices in middle school teaching,and even fewer for middle school mathematics.However,middle school mathematics in elementary school mathematics to master the basic knowledge and basic skills,to further develop students’ mathematical thinking,for the subsequent learning of high school mathematics to lay a good foundation of thinking,so how to implement the core literacy requirements in the teaching of middle school mathematics,so that students feel the correlation between mathematical knowledge and stimulate students’ interest is particularly important.Therefore,the main questions of this study are,firstly,whether it can be theoretically verified that the whole unit teaching with the subject big concept can promote the structuring of students’ knowledge,secondly,whether it can find a suitable teaching model for the first-line teachers in junior high school among many cases of whole unit research,and finally,how to verify the formation of the subject big concept and promote the structuring of knowledge.In this study,the chapter of "Quadratic and Inverse Proportional Functions" is used as an example to build the big concept of function in combination with the knowledge content learned in junior high school,and then modify the existing teaching design to fit the realistic learning situation.