以大概念为引领的数学大单元教学设计探究与思考——以人教版(2024版)初中数学“平行四边形”单元为例

Exploration and Reflection on the Instructional Design of Large Mathematics Units Guided by Big Concepts—A Case Study of the “Parallelograms” Unit in the 2024 Edition of the People’s Education Press Junior High School Mathematics Textbook

摘要: 随着核心素养教育理念的不断深化，初中数学教学也正在摆脱知识分散割裂、缺乏内在联系的教学模式，更侧重从整体的角度出发，完成知识体系的构建。大概念作为凝聚学科本质、贯通知识脉络的核心抓手，以其为导向开展教学，是突破传统课时桎梏，达成素养培育目标的重要路径。本文选取人教版(2024版)初中数学“平行四边形”单元为研究载体，结合单元内容的内在逻辑、学生认知发展特征，提炼出大概念，并且围绕目标设定、内容整合、任务设计、效果反馈等环节，形成单元教学的整体构建，力求重构系统化知识图谱，实现从“授业”到“启智”的跃迁，驱动学生跳出机械记忆的窠臼，转向深度理解，为初中几何教学提供可借鉴范本。

Abstract: With the continuous deepening of the core competency education concept, junior high school mathematics teaching is moving away from a teaching model characterized by fragmented and disconnected knowledge, placing greater emphasis on constructing a knowledge system from a holistic perspective. Big concepts, as a core approach to capturing the essence of a discipline and linking its knowledge framework, serve as an important pathway to break through the constraints of traditional instructional hours and achieve the goal of cultivating core competencies. This paper focuses on the “Parallelograms” unit in the 2024 edition of the People’s Education Press junior high school mathematics textbook. By integrating the internal logic of the unit content with the characteristics of students’ cognitive development, this study extracts the big concept. Furthermore, an overall framework for unit teaching is constructed, covering goal setting, content integration, task design, and assessment feedback. The aim is to reconstruct a systematic knowledge map, achieve a shift from “knowledge transmission” to “wisdom cultivation”, guide students to move beyond rote memorization toward in-depth understanding, and provide a referential model for junior high school geometry teaching.