A Study On Problems And Strategies Of Unit Instructional Design Of Mathematics In Junior High School

The newly promulgated Compulsory Education Mathematics Curriculum Standards(2022 Edition)has established the core literacy oriented curriculum objectives,structured integration of mathematics curriculum content,and explored the path to develop students’ core literacy.At the same time,it is proposed to change the teaching design which focuses too much on the unit of class hours and promote the whole teaching design of unit so as to develop the core quality of mathematics of students.In order to improve the quality of junior high school mathematics unit instructional design,this paper mainly studies the problems and causes of junior high school mathematics unit instructional design and the strategies to improve the level of junior high school mathematics teachers’ unit instructional design.This study takes the unit teaching design made by mathematics teachers who participate in the "National Training Plan(2021)Training Project for the Ability Improvement of Key Mathematics Teachers in Rural Junior Middle Schools of Gansu Province" as the research object.The research is carried out through literature research,case analysis and interview methods,and the following conclusions are reached through the research:The problems existing in junior middle school mathematics unit teaching design are as follows: the early preparation stage:(1)the teacher’s unit reconstruction and optimization ability is insufficient;(2)The element analysis of unit teaching is not comprehensive.In the development and design stage:(1)the unit teaching objectives lack integrity;(2)Inaccurate expression of unit teaching objectives;(3)Some class assignments are not very reasonable,and the key and difficult points of the units are not highlighted.In the evaluation and modification stage:(1)the unit learning evaluation method is single;(2)The reflective ability of unit teaching design needs to be improved.The reasons for the problems are as follows: teachers do not pay enough attention to the mathematical unit instructional design,teachers do not have a thorough understanding of the connotation of mathematical unit instructional design,teachers do not have a good grasp of the relevant theories of mathematical unit instructional design,the lack of expert guidance,and the discussion of mathematical unit instructional design in school-based teaching research is less.Based on the analysis of the existing problems and their causes,the corresponding improvement strategies are put forward: To improve teachers’ recognition of the value of mathematical unit instructional design,teachers should deeply understand the connotation of mathematical unit instructional design,teachers should strengthen the study of relevant theories of mathematical unit instructional design,schools should take mathematical unit instructional design as an important content of junior middle school math teacher training,and school-based teaching research should pay attention to the discussion of mathematical unit instructional design.