单元整体视角下的课时教学设计与实施——以人教版“有理数的加法”为例

Curriculum Teaching Design and Implementation from the Unit Integrated Perspective—Taking the “Addition of Rational Numbers” in the People’s Education Press Edition as an Example

摘要: 本研究以人教版七年级数学“有理数的加法”为例，探讨单元整体视角下的课时教学设计及其对学生核心素养发展的影响。基于Lynn Erickson和Perkins的理论框架，结合国内崔允漷的学科大单元设计模型，构建了以“宏观概念统摄微观知识”为特征的教学路径。通过行动研究法，从课标分析、教材整合、学情诊断出发，设计并实施强调知识结构化、探究性活动及逻辑关联的课时教学。实证数据显示，单元整体教学提升了学生对有理数加法法则的理解，增强了课堂参与度和知识整合能力。研究揭示了单元整体教学设计通过强化知识关联与思想方法渗透，促进深度学习的机制，为数学核心素养的落地提供了实践范式，并指出未来需进一步优化语言表述规范性及分层教学策略。

Abstract: This study takes the unit of “Addition of Rational Numbers” in the seventh-grade mathematics curriculum of the People’s Education Press as an example, and explores the lesson-by-lesson teaching design from the perspective of unit integration and its impact on the development of students’ core qualities. Based on the theoretical framework of Lynn Erickson and Perkins, combined with the model of large unit design by Cui Yunhuo, a teaching path characterized by “macro concepts encompassing knowledge” was constructed. Through the method of action research, starting from the analysis of curriculum standards, the integration of textbooks, and the diagnosis of students’ conditions, the lesson-by-lesson teaching that emphasizes the structuralization of knowledge, exploratory activities, and logical correlations was designed and implemented. The empirical data show that unit integrated teaching has improved students’ understanding of the addition rules of rational numbers, enhanced classroom participation and knowledge integration ability. The study reveals the mechanism of unit integrated teaching design to promote deep learning by the correlation of knowledge and the infiltration of ideas and methods, provides a practical paradigm for the implementation of core mathematical qualities, and indicates the need for further optimization of the standard of language expression and hierarchical teaching strategies in the future.