Research On The Overall Teaching Design Of Primary School Graphics And Geometry Unit Based On Big Ideas

As the core of unified education and teaching,big idea is the concept,topic and frame of reflecting expert thinking based on real situation.The new curriculum standard advocates unit integrated teaching and emphasizes the organic integration of knowledge and overall construction of teaching under systematic planning.It is of great significance to carry out unit integrated teaching design based on big ideas for the content structure under high cognition.This study focuses on the field of "graphics and geometry" in primary school,and aims to explore the value of overall teaching design of graphics and geometry units based on big ideas.Why is the overall instructional design of graphics and geometry units based on big ideas? How to design the overall teaching of graphics and geometry units based on big ideas?The whole study mainly adopts literature research method,questionnaire survey method and case analysis method.By combing the literature related to the big ideas,unit overall instructional design,graphics and geometry,the paper distinguishes the big idea,core concept,basic concept and core accomplishment on the theoretical level,and clarifies the value embodiment of the "multidimensional structure" in the unit overall instructional design under the big ideas.Through the questionnaire survey of front-line teachers,it is known from the practical level that front-line teachers have problems such as incomplete links of overall instructional design for units,low frequency of overall instructional design for units of graphics and geometry,and insufficient cognition of big ideas of graphics and geometry,and the importance of overall design framework and design strategy research for units of graphics and geometry is clarified.It points out the direction for further study combining theory and case.To solve the problem of incomplete design links,based on the Ub D and KUD theories under the big ideas,the overall design framework of the unit is established,and the design process of "4+2+1" is constructed.The four stages of unit basic analysis,unit objective evaluation,unit overall architecture and unit specific design are divided,and two cycles of theme design and evaluation design are constructed.Around the big ideas of a holistic progressive design.Aiming at the problems of low design frequency and insufficient recognition of big concepts,the design strategy of each stage is proposed.In the stage of unit foundation analysis,the connotation of the big idea of "graphics and geometry" is determined by horizontal and vertical analysis.In the stage of unit goal evaluation,the path of "graphics and geometry" is found through goal division and evaluation design.In the stage of unit overall structure,it focuses on the construction of the big idea of "graphics and geometry" through theme planning,class integration and problem setting.In the design stage of unit lessons,the construction process of the big idea of "graphics and geometry" is activated by multi-dimensional structure and elaboration steps.Finally,according to the above conclusions,a specific case of overall instructional design of graphic and geometric units based on big ideas is constructed,and suggestions on the process of overall instructional design of units are given in the design implementation and reflection evaluation,that is,to clarify the design logic,create multi-types of inquiry methods and pay attention to the design principle of multi-link "movement".