%0 Journal Article
%T 大概念视角下数学单元教学设计——以“数列的概念”第1课时为例
Mathematics Unit Teaching Design from the Perspective of Big Concepts—A Case Study of the First Class of “The Concept of Sequences”
%A 李美钰
%A 张丽春
%J Advances in Education
%P 481-486
%@ 2160-7303
%D 2025
%I Hans Publishing
%R 10.12677/ae.2025.155786
%X 《普通高中数学课程标准(2017年版2020年修订)》中提出“重视以学科大概念为核心，使课程内容结构化”的教育理念。在此背景下，大概念、单元教学成为教师研究方向，教学过程更加注重知识内部的关联与数学逻辑体系的建构。本文基于此理念，结合“数列”单元教学，探索如何通过大概念整合数学逻辑体系，促进学生核心素养的形成。通过重构教学框架与实例分析，展现单元教学设计的实施路径。
The “General Senior High School Mathematics Curriculum Standards (2017 Edition, Revised in 2020)” put forward the educational concept of “emphasizing the core of disciplinary big concepts to structure the curriculum content”. Against this backdrop, big concepts and unit teaching have become the research directions for teachers, and the teaching process pays more attention to the internal connections of knowledge and the construction of the mathematical logical system. Based on this concept, this paper, in combination with the “sequence” unit teaching, explores how to integrate the mathematical logical system through big concepts to promote the formation of students’ core literacy. Through the reconstruction of the teaching framework and case analysis, the implementation path of unit teaching design is presented.
%K 学科大概念，
%K 单元教学设计，
%K 高中数学，
%K 数列
Big Disciplinary Concepts
%K Unit Teaching Design
%K Senior High School Mathematics
%K Sequences
%U http://www.hanspub.org/journal/PaperInformation.aspx?PaperID=114480