Research On The Teaching Of Junior Middle School Mathematics Units Based On Big Concept

Mathematics Curriculum Standards for Compulsory Education(2022 Edition)clearly states that knowledge content should be structured and integrated to take it as the development path of core literacy.Big concepts reflect the nature of the subject and point to core ideas and core learning tasks.This study tries to carry out unit teaching based on big concepts,which is helpful to promote students’ understanding of knowledge structure and the formation of overall concept.Firstly,literature analysis was used to sort out the existing research on unit teaching of big concepts,clarify the concepts of big concepts and unit teaching,seek the support of holistic learning theory,"scaffolding" theory and SOLO classification theory,determine the theoretical basis,and lay the foundation for subsequent research.Secondly,with the combination of text analysis method and text analysis method,this paper takes the teaching materials of junior middle school mathematics from Grade 7 to Grade 9 of the human education edition as the research text,and clarify the basic concept of junior middle school mathematics unit teaching design based on the big concept and the principles of integrity,gradualism and non-balance.The teaching design model of junior middle school mathematics unit based on big concept is designed,which is composed of five links: "Unit curriculum analysis--extraction of big concept","unit content recombination--deconstruction of big concept","unit goal design--construction of big concept","unit activity leadership--application of big concept","unit evaluation feedback--deepening of big concept".Each link is interrelated.Deepen layer by layer,take the big concept as the core,start from the big concept,and finally return to the big concept to form an overall closed loop.Finally,case study method and quasi-experimental research method are adopted to select the "Quadratic Function" Chapter 22,Volume 1,Grade 9 of Junior Middle School Mathematics Edition of the Human education Edition as the case to carry out the unit teaching design and implementation based on the big concept.The design effect is tested through the pre-test paper and post-test paper,and finally proves that,the unit teaching design based on the big concept is helpful for students to extract the key points from the complex topic information center and integrate them,which promotes the integrity of students’ knowledge structure and makes learning more systematic.Based on the research findings,propose unit teaching suggestions based on big concepts.Firstly,based on the big concept,build the overall structure of mathematical knowledge.Teachers choose big concepts as a link between courses and class hours,integrating their understanding of the knowledge structure system and essence into unit teaching design,guiding students to understand the essence of concepts,master mathematical thinking methods,and build the overall structure of mathematical knowledge.Secondly,guided by core competencies,strive for consistency between teaching and evaluation.Choosing SOLO classification theory to evaluate the teaching of large concept units,responding to the basic issues of mathematics curriculum implementation,and verifying the effectiveness of theoretical models is a good path to reflect the consistency between teaching and evaluation.Thirdly,using big concept unit teaching as a carrier to promote teachers’ professional development.The design process itself is a process of continuous reflection,integrating one’s teaching understanding and practice,and promoting one’s professional development.