大观念统摄单元整体教学:从价值到实施的全路径探索——以人教版五年级《数学》上册“位置”单元为例  

Big Ideas-Big Ideas-Driven Holistic Unit Instruction:A Comprehensive Pathway from Theoretical Value to Practical Implementation Through a Case Study of the“Position”Unit in Grade 5 Mathematics(People’s Education Press Edition,Volume 1)

作　　者：吕莉 L Li(Huzhou Aishan Primary School Education Group,Huzhou 313000,China)

机构地区：[1]湖州市爱山小学教育集团,浙江湖州313000

出　　处：《湖州师范学院学报》2025年第2期111-116,共6页Journal of Huzhou University

基　　金：2023年湖州市教研课题(HZJY23006)。

摘　　要：单元整体教学的最终目标在于促进数学核心素养的真正落地。以人教版五年级《数学》上册“位置”单元为例,单元整体教学可遵循以下3个步骤实施:确定单元学习主题;形成学生思考的关键问题;分解关键问题的子问题,设计有意义的单元学习任务链。这样的单元整体教学有章可循,能够促使学生主动关联知识、自动迁移,从而达成对所学知识的深度理解。The ultimate goal of holistic unit teaching is to facilitate the genuine implementation of mathematical core competencies.Taking the“Position”unit from the Grade 5 Mathematics textbook(Volume 1)published by the People’s Education Press as an example,this approach establishes a structured framework through three key steps:defining unit learning themes,formulating critical thinking questions for students,and decomposing these key questions into sub-problems to design meaningful unit learning task sequences.This structured approach empowers students to actively construct knowledge networks and achieve independent knowledge transfer,thereby cultivating deep conceptual understanding of mathematical principles.

关 键 词：单元整体教学 大观念 图形的位置 图形的运动 数对 

分 类 号：G623[文化科学—教育学]