基于UbD理论的高中数学单元教学设计研究——以“三角函数的概念”单元为例

Research on Unit Teaching Design of High School Mathematics Based on UbD Theory—Taking the Unit of “Concept of Trigonometric Functions” as an Example

摘要: 研究聚焦基于UbD理论与高中数学教学设计的融合机制，针对传统教师教学中的“教–学–评”脱节、学生学习浅表化等问题，构建了“逆向设计为框架、大概念为锚点、问题链为驱动、评价贯全程”的数学深度学习路径。通过单元整体视角重构教学内容，将UbD的“预期结果–评估证据–学习体验”三阶段与数学深度学习的“觉知–分析综合–应用–同化”四环节深度融合，形成可操作的实施模型。以“三角函数的概念”单元为实践载体，验证了该路径在促进学生数学概念深层理解、逻辑推理能力提升及知识迁移应用方面的有效性，为核心素养导向下的高中数学教学改革提供了理论参考与实践范式。

Abstract: This is explored by me which focuses on the integration mechanism between UbD theory and high school mathematics teaching design. Addressing issues such as the disconnection between “teaching-learning-assessment” in traditional teacher-led instruction and superficial student learning, it constructs a deep learning path for mathematics characterized by “reverse design as the framework, big ideas as the anchor, problem chains as the driving force, and evaluation throughout the entire process.” By reconstructing teaching content from a holistic unit perspective, it deeply integrates the three stages of UbD—“expected outcomes, assessment evidence, and learning experiences”—with the four links of deep learning in mathematics—“awareness, analysis and synthesis, application, and assimilation”—to form an operational implementation model. Using the unit of “the concept of trigonometric functions” as a practical carrier, it verifies the effectiveness of this path in promoting students’ deep understanding of mathematical concepts, enhancing logical reasoning ability, and facilitating knowledge transfer and application. This provides theoretical reference and practical paradigm for high school mathematics teaching reform under the guidance of core competencies.