| Fostering character and civicing virtue are the basic tasks of Chinese education,in order to carry out them,the core quality of the subject has become a new cultivation goal.The teaching design of large units breaks the limitation of scattered subject knowledge,replaces the traditional teaching design of periods or knowledge points,and focuses on cultivating students’ core qualities.From the problem-driven perspective to examine the design of large unit teaching of high school mathematics,and the original problem of mathematics is taken as the theme of large unit,which promotes students to master the essence of mathematical knowledge,provides reference ideas for high school mathematics teachers to carry out large unit instructional design,and helps cultivate the core quality.This study starts from improving the mathematical discipline orientation of large unit instructional design,builds a problem-driven model of large unit instructional design.The research questions are selected as follows:(1)What is the combination of problem-driven instructional design and large unit instructional design?(2)What is problem-driven large unit instructional design?(3)How to carry out problem-driven high school mathematics large unit instructional design?In the study of the above issues,firstly,relevant literature was studied and sorted out by literature research method,the correlation between problem-driven teaching and large unit instructional design was clarified and the core concept of "problem-driven large unit instructional design" was defined,then the problem-driven large unit instructional design model was constructed by combining the professional opinions obtained from expert evaluation method.Using content analysis method and case analysis method,the "concept and nature of function" under the topic of function was selected as the teaching content,and two teaching design cases based on problemdriven large unit instructional design model were given.The following conclusions are obtained:(1)The problem-driven teaching requires a clear understanding of the overall knowledge structure,knowledge context and mathematical thought of the unit,which is consistent with the "integration" in the teaching of large units;The problem of mathematical originality can be used as the core logic of the whole unit and lead the reconstruction of teaching content.(2)Problemdriven large unit instructional design is a teaching design scheme that connects with the core literacy of mathematics subject,takes the problem of mathematics originality as the theme,reconstructs knowledge network with mathematical methods,and allows students to go through the complete process of mathematics around the problem to master the essence of mathematics knowledge.(3)To carry out problem-driven large unit instructional design of high school mathematics,the core quality and the original problem must be first determined by studying the curriculum standard,teaching materials and learning situation,and then build the knowledge network;next,according to the cognitive dimension of knowledge,unit learning objectives and design question sequence are prepared,learning activities and evaluation tasks are arranged according to the preset performance evidence,and finally homework,testing and post-learning reflection are designed to complete the overall instructional design.Based on the research conclusions,the following suggestions are put forward for the problem-driven instructional design of high school mathematics large unit:(1)Improve the position of teaching design and implement the cultivation of core qualities;(2)Improve the discipline professional quality,grasp the discipline knowledge as a whole;(3)Deeply understand the teaching design of large units and explore new ideas. |
