UbD理念下初中数学单元教学现状调查与教学建议
安阳师范学院, 河南安阳 455000
| 摘 要： | 立足新课标核心素养育人背景，针对当前初中数学单元教学碎片化、目标虚化、评价单一等问题，本研究以 UbD 理论为支撑，采用问卷调查与教师访谈法，对初三学生及一线数学教师开展实证调研。结果表明：部分学生数学学习兴趣不足，概念理解、知识迁移与自主建构知识体系能力偏弱，迫切期待教师优化教学方式、实施多元评价与单元知识系统梳理；教师虽有单元教学意识，但存在教学目标浅层化、活动设计缺乏整体性、评价方式固化等问题，且对 UbD 理论认知浅显、实践应用不足。据此从重构单元教学目标、整体设计教学活动、完善多元过程评价、指导学生建构知识体系、加强教师 UbD 理论研修等方面提出教学建议，可为初中数学单元教学改革与核心素养落地提供参考。 |
| 关 键 词： | UbD理论; 单元教学; 初中数学; 教学现状; 教学建议 |
| DOI： | 10.57237/j.jeit.2026.03.001 |
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收稿日期: 2026-06-16
接受日期: 2026-07-21
在线出版日期: 2026-08-05
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 |
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