Current Situations of Junior High Mathematics Unit Instruction Based on UbD Theory: An Investigation and Instructional Recommendations
Anyang Normal University, Anyang 455000, China
| Abstract: | Against the backdrop of competency-oriented education stipulated by the new curriculum standards, middle school mathematics unit teaching currently faces prominent problems including fragmented teaching content, vague teaching objectives, and simplistic evaluation systems. Supported by the Understanding by Design (UbD) theory, this study conducts empirical research on junior three students and frontline mathematics teachers through questionnaires and teacher interviews.The research results reveal two major dilemmas in current unit teaching. For students, many lack enthusiasm for mathematics learning and show weak abilities in concept comprehension, knowledge transfer, and independent knowledge construction, calling for optimized teaching strategies, diversified evaluations, and systematic unit knowledge sorting. For teachers, although most have basic awareness of unit holistic teaching, their teaching objectives remain superficial, teaching activities lack integrity, and evaluation methods are rigid. Meanwhile, teachers have limited cognition and insufficient practical application of the UbD theory.Based on the findings, this study puts forward targeted teaching suggestions, including reconstructing unit teaching objectives, designing integrated teaching activities, improving diversified process evaluation, guiding students to construct systematic knowledge systems, and strengthening teachers’ professional training on UbD theory. The research conclusions can provide practical references for the reform of middle school mathematics unit teaching and the effective implementation of core literacy cultivation. |
| Keywords: | Understanding by Design (UbD) Theory; Unit Teaching; Junior High School Mathematics; Current Teaching Status; Pedagogical Recommendations |
| DOI: | 10.57237/j.jeit.2026.03.001 |
View:
Downloads:
Received: 16 June 2026
Accepted: 21 July 2026
Published Online: 5 August 2026
References
| [1] | 中华人民共和国教育部. 义务教育数学课程标准 (2022年版) [S]. 北京: 北京师范大学出版社, 2022. |
| [2] | 崔允漷.学科核心素养呼唤大单元教学设计 [J]. 上海教育科研, 2019, (4):1. |
| [3] | 曹一鸣, 孙彬博, 苏明宇, 等. 促进学生核心素养发展的高中数学单元教学设计——以“导数及其应用”为例 [J]. 基础教育课程, 2023, (06): 34-43. |
| [4] | 杨小丽. 初中数学单元教学设计的策略探析 [J]. 数学通报, 2022, 61(09): 21-26. |
| [5] | 格兰特·威金斯, 杰伊·麦克泰格. 追求理解的教学设计 [M]. 闫寒冰等译. 上海: 华东师范大学出版社, 2017. |
| [6] | 施良方, 泰勒. 《课程与教学的基本原理》——兼述美国课程理论的兴起与发展 [J]. 华东师范大学学报 (教育科学版), 1992, (04): 1-24. |
| [7] | Anderson L. W., Krathwohl, et al. Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom's Taxonomy of Educational Objectives [M]. New York: Longman, 2001. |
| [8] | Wiggins G, McTighe J. Understanding by Design [M]. Alexandria VA: Association for Supervision and Curriculum Development, 1998. |
| [9] | Wiggins G, McTighe J. Understanding by Design: Expanded Second Edition [M]. Alexandria VA: ASCD, 2005. |
| [10] | 格兰特·威金斯, 杰伊·麦克泰格. 理解力培养与课程设计——一种教学和评价的新实践 [M]. 么加利译. 北京: 中国轻工业出版社, 2003. |
| [11] | 王琦. UbD模式与STEM课程的融合分析 [J]. 教学与管理, 2020, (36): 81-84. |
| [12] | 李保勤, 陈雪梅. 基于学习科学的UbD课程设计——以概率为例 [J]. 数学教育学报, 2022, 31(05): 90-96. |
| [13] | 吴立宝, 宋雯茜, 王子续, 等. 促进深度学习的逆向数学单元作业设计——以“勾股定理”为例 [J]. 数学教育学报, 2024, 33(02): 14-19. |
| [14] | 汤牧文, 吴立宝, 曹一鸣. 溯源与解读：单元教学的价值取向嬗变与概念重构 [J]. 当代教育科学, 2023, (11): 26-33. |
| [15] | 吴洪成, 姜柏强, 刘芳. 赫尔巴特五段教授法在近代中国的传播与接受 [J]. 广州大学学报 (社会科学版), 2013, 12(12): 33-38. |
| [16] | 易红郡. “设计教学法”述评 [J]. 课程.教材.教法, 2013, 33(07): 103-109. |
| [17] | 玲如. 莫里逊单元教学法 [J]. 上海教育科研, 1985, (05): 41+28. |
| [18] | 王华敏. 梁启超语文教学思想初探 [J]. 华南师范大学学报 (社会科学版), 1983, (03): 124-129. |
| [19] | 涂荣豹, 宁连华. 中学数学经典教学方法 [M]. 福州: 福建教育出版社, 2011. |
| [20] | 申烨晖. 整体性数学思维方式下的单元教学——以人教版“几何图形初步”教学为例 [J].数学通报, 2022, 61(12): 12-16+21. |
| [21] | 杨小丽, 刘洋, 张丽. 基于“再创造”理论的单元教学实践——以“圆周角定理及其推论”为例 [J]. 数学通报, 2023, 62(04): 25-28. |
| [22] | 许雪平. 基于大概念的初中数学单元教学策略——以“平行四边形”单元为例 [J]. 华夏教师, 2024, (34): 65-67. |
Join the Editorial Board
We invite active, qualified and high profile scientists and researchers to join as Editorial Board Members.
Join UsBecome a Reviewer
Scholars with a strong interest in reviewing are invited to join the reviewer panel to ensure the quality of the research to be published.
Join Us