Research On Unit Instructional Design Under The Mathematical Situations And Posing Problems Teaching Philosophy

Unit integral teaching advocates that teachers integrate unit knowledge and restore unit knowledge to the situation where knowledge occurs.Students experience the situation and pose problems to realize the occurrence of knowledge,so as to cultivate key competencies.Therefore,under the guidance of "integral thinking",the teaching idea of "mathematical situations and posing problems" and unit instructional design are organically combined,and students are guided by problems to experience the whole learning of the whole unit and feel the connection between old and new knowledge to construct their own knowledge framework.This research is in line with the cultivation of students’ problem awareness emphasized in the Mathematics Curriculum Standard for Compulsory Education(2022 Edition),which can promote the deep implementation of unit teaching theory,enriches the related achievements of the teaching philosophy of "mathematical situations and posing problems" and strengthens the application of the teaching achievements of "mathematical situations and posing problems" in practice.Therefore,how to carry out unit instructional design under the guidance of "mathematical situations and posing problems" teaching philosophy is the core of this study.This study includes: theoretical basis,framework construction,unit instructional design,summary,enlightenment,deficiency and prospect.The first and second chapter are the theoretical stage: after relevant literature,three core concepts are defined: mathematical situations and posing problems teaching philosophy,unit and mathematics unit teaching design;Combing the research status of mathematical situations and posing problems teaching philosophy,Quadratic Function and unit teaching;Determine the research of this paper as literature research method,experimental research method,test method and content method.The third chapter systematically understands the unit instructional design and the mathematical situations and posing problems teaching philosophy and constructs the junior high school unit teaching design framework under the mathematical situations and posing problems teaching philosophy.The fourth and fifth chapter,based on the above-mentioned framework,designs the quadratic function unit instructional design under the mathematical situations and posing problems teaching philosophy.That is to say,the first draft of quadratic function unit instructional design of PEP is designed based on the above framework,and then the first draft of instructional design is implemented in middle school classroom.Through learning experience,unit test,teacher interview,classroom observation and teaching reflection,the implementation effect of instructional design is evaluated and improved,to obtain perfect unit instructional design.The sixth chapter includes summary,enlightenment,deficiency and prospect.The research results are as follows: 1.This paper constructs a junior high school unit instructional design framework based on the mathematical situations and posing problems teaching philosophy,including related philosophy,theoretical learning,determining teaching units,analyzing teaching elements,compilation of unit teaching objectives and analysis,and designing the unit teaching planning,implementation,evaluation and improvement under the mathematical situations and posing problems teaching philosophy.2.According to the above framework,the instructional design of quadratic function unit with reference value and guiding significance under the mathematical situations and posing problems teaching philosophy is created 3.By summarizing the results of practical feedback,enlightenment of unit instructional design under the mathematical situations and posing problems teaching philosophy:(1)Strengthening theoretical learning and attaching importance to theoretical guidance,(2)Clarifying content relationships and constructing teaching units,(3)Analyzing teaching elements and determining the nature of contents,(4)Fastening on core literacy and establishing unit objectives,(5)Planning the teaching process based on the objectives of the unit,(6)Integrating teaching,study and assessment and diversifying assessment subjects.