Research On Teaching Design Of Junior High School Mathematics Big Unit Under Core Literacy

In 2022,the "Mathematics Curriculum Standards for Compulsory Education(2022Edition)" was officially issued,which strengthened the orientation of curriculum education,optimized the structure of curriculum content,and put forward new requirements for core literacy.It can be seen that the cultivation of core literacy has been paid more and more attention,and the traditional classroom teaching can no longer meet the requirements of improving core literacy.In order to improve the core literacy,a new teaching model emerged as the times require.Professor Cui Yunguo put forward the concept of teaching that points to the core literacy of the subject,which has transformed the traditional "unit" and "class hour" teaching into a large unit.Compared with traditional class teaching,large unit teaching is more beneficial for students to master knowledge as a whole and form overall core literacy.Through reading the literature,the author found that the current research is more concentrated in the high school stage,and the research on the mathematics discipline in the junior high school stage is relatively small,so he decided to study the large unit teaching design of junior high school mathematics.Firstly,the author conducts research at the theoretical level,defines core concepts through reading literature,and analyzes and summarizes the current situation of core literacy and large unit teaching at home and abroad.Secondly,the questionnaire survey and interview research methods are mainly used to investigate the current situation of large unit teaching among junior high school mathematics teachers.Through collecting and analyzing data,the main problems are summarized: junior high school mathematics teachers lack understanding of large unit teaching;Insufficient understanding of the significance of large unit teaching;The frequency of using large unit instructional design is low;Low participation in large unit teaching and training activities;There are directional problems in the teaching design of large units;Most teachers hope to participate in learning activities on large unit instructional design theory.And an attribution analysis of the problem was conducted.Then,by reading the literature and combining the actual situation of junior high school mathematics teaching design,the author formulated the process of large unit teaching design,selected "linear function" as the theme of large unit teaching design,analyzed the teaching elements such as curriculum standards and learning conditions,and then selected the content of the module "relationship between linear function and equation,inequality" for teaching design.Finally,the author implemented the teaching design in the classroom and tested the teaching effect,proving that the large unit teaching under the core literacy can not only cultivate students’ core literacy and stimulate learning interest,but also improve students’ learning achievements.Based on the current situation and reasons of large unit teaching and the effect of the implementation of teaching design,the author proposes suggestions for the design of large unit teaching design from the three levels of education administration,schools and teachers,hoping to provide reference for frontline teachers in teaching practice.