The Unit Instructional Design Of Plane Analytic Geometry Based On Big Ideas

With the reform of “New Curriculum and New Teaching Materials”,the idea of Big Ideas Teaching has emerged.This study inquires into the unit instructional design of plane analytic geometry based on Big Ideas,and specifically discusses three questions: What is the current teaching situation of the unit instructional design of plane analytic geometry in high school? How to construct a general model of unit instructional design based on Big Ideas? How to build the unit instructional design of plane analytic geometry based on Big Ideas? The unit instructional design based on Big Ideas can effectively solve the teaching fragmentation,formalization,emphasis on results rather than process,application rather than thinking.It can also allow the students to promote integrated understanding of the knowledge of each unit,overall construction of the units’ structure cognition,grasp of the ideas and methods of each unit as a whole,and their development of mathematical core competencies and values.This study firstly compares the existing research results on Big Ideas,unit instructional design,the unit instructional design of high school plane analytic geometry based on Big Ideas,and then further analyzes them with related teaching theories.Three lessons,namely“Angle of Inclination and Slope”,“The Ellipse and Its Standard Equation” and “The Investigation of the Trajectory Where the Product of the Slope of the Line Joining to Two Fixed Points is a Fixed Value”,were chosen as objects of instructional design research.Besides,the author designed a lesson named “Solving Mathematic Problems Using the Key Concepts of Slope and Distance” to verify the effect of the aforementioned instructional design.The investigation of this study found that students are lack of integrated and deep understanding of plane analytic geometry,which lead to difficulty in developing learning methods with Big Ideas and key concepts of the unit.It is also interpreted that,despite aware of the unit instructional design,teachers were imprecise in positioning Big Ideas and key concepts of plane analytic geometry,and they seldom used the essential questions of the unit to construct the overall teaching of the unit,and they seldom penetrated the essential train of thought and methods of the unit learning.In this study,it is found that the unit instruction design based on Big Ideas highlights the integrity and mobility,and focuses on key concepts and essential questions.The Big Ideas of plane analytic geometry is curve equation,the key concepts are slope and distance,and the essential questions are setting and solving equations based on slope and distance.The general pattern of the unit instructional design based on Big Ideas:(1)determine the theme of the unit;(2)refine the Big Ideas of the unit and form the Big Ideas of the subject;(3)focus on the key concepts of the unit and grasp the contextual knowledge of the unit;(4)clarify the essential questions of the unit and deepen the overall awareness of the unit;(5)clarify the teaching objectives of the unit and set down the learning objectives of the unit;(6)select the key lessons of the unit and make the teaching schedule of the unit;(7)set the learning objectives of each lesson and develop mathematical core competencies and values;(8)design lesson activities and continue the unit teaching ideas;(9)continuously carry out evaluation and reflection to promote the common growth of teachers and students.