Research On The Teaching Design Of The High School "function Properties" Unit Under The Perspective Of Big Concept

The education curriculum reform takes cultivating students’ core accomplishment as a new goal to pursue.In order to meet the requirements of education,improve students’ core literacy of mathematics,construct knowledge system from a more global perspective,and grasp the connection between knowledge from the ideological level,unit teaching provides a new way to help the teaching practice.This study takes "properties of functions" unit as an example,carries out reverse teaching design under the guidance of the big idea of "combination of number and shape",and explores whether unit teaching is effective in improving students’ core literacy,and puts forward three research questions:(1)From the perspective of big idea,what is the core attainment-oriented unit teaching objective of "properties of functions" ? How should it be designed?(2)How about the effect of the unit teaching of "properties of functions" under the guidance of big idea? Is there any difference in the effect for students with different levels of mathematics foundation?(3)How to improve teaching design to highlight the core literacy of students? In order to answer the above questions,this study sorted out relevant materials,designed teaching experiments,analyzed teaching cases,further improved the teaching design based on the results of tests and interviews,and drew the following conclusions:(1)The establishment of appropriate mathematics core literacy objectives is an important prerequisite for unit teaching design;(2)Unit teaching has a significant impact on the improvement of students’ core literacy of mathematics,especially on students with relatively weak foundation;(3)Mining the content of the unit fully is the fundamental foothold of the unit teaching design.Based on the experimental conclusions,this study provides the following three suggestions for the practice of unit teaching:(1)The big idea should fit the content of unit courses;(2)Focus on the evaluation and reflection of the improvement of core literacy;(3)Pay attention to the actual situation of students,and adjust the teaching process flexibly.