Research On Instructional Design Of Plane Vector In High School Based On UbD

In recent years,the core competence of mathematics has been a hot topic in the field of education.Plane vector,as an important content of mathematics,has the dual characteristics of algebra and geometry,covering the six core competence of mathematics.However,there are still many problems in the teaching of plane vectors,and students are also puzzled when they are studying.To make the core competence of mathematics really be implemented in teaching,it is urgent for teachers to make changes under the guidance of good instructional design.The core goal of UbD is to teach students for the understanding.Therefore,it is of great significance to carry out the instructional design of plane vector in high school under the theory of UbD.This article explains the research background and theoretical basis of the instructional design of plane vector based on UbD,analyzes the current situation of vector teaching through interviews and questionnaires,finds the current problems in the plane vector teaching,and then put forward corresponding instructional strategies based on the UbD,and use UbD to conduct instructional design of plane vector operations in three stages.Then further practical exploration on the basis of theory,using instructional strategies in comparative experimental teaching,and comparing experimental data to illustrate the applicability of UbD in plane vector instructional design,and research whether it has obvious improvement effects on teaching.The result shows that students are more interested in learning and participating,and their ability to understand vectors is improved.It can be seen that the instructional strategies and instructional design proposed in this article are helpful to improve the teaching effect of vectors.The main innovation of this article is to combine UbD with vector instructional design and form feasible instructional design theories.At the same time,it puts forward five teaching strategies in the teaching of plane vector: set basic questions to guide learning,combine with the situation to in-depth construction;keep the evaluation consistent with the goal,and the evaluation forms tend to be diversified;focus on questions and deep thinking,stimulating students’ cognitive needs;encourage students to explore and experience,self exploration and dynamic generation;Reflection on representation to deepen understanding,and realize the understanding and transfer of knowledge.