1. The significance of unit teaching design Teaching design is a very important link in our teaching. Everyone knows that everything needs design, and with design, we can do it more actively. Unit design, first of all, what is a unit, such as a chapter, such as a module, such as a surface in a module, such as a chapter of a quadratic equation, we can design it into a complete content. Of course, you can also do cross-chapter teaching design. For example, linear function, we can divide the chapter of linear function into three parts, one is plane rectangular coordinate system, the function knowledge is preliminary, the other is the knowledge of linear function, and the third is the content of inverse proportional function. Function knowledge is a key point in junior high school. It is very important for us to have an overall thinking on how to design these courses. In addition, teachers should be able to pay attention to unit teaching design in terms of methods and abilities. For example, computing, as a computing ability, we can consider how to design it in the first and second grades. Let our students have a significant improvement from the primary school level. We can analyze which operators support computing power in the course. So in these carriers, how to help students improve their computing ability? Therefore, I think these ideas are very important in the design of unit teaching. Compared with our traditional unit teaching design, it needs to be broadened and broadened. In the unit teaching design, there are one or two core keywords, the first is the whole, and the second is the efficiency. I think doing a good job in unit teaching design will let you know when I talked about it and to what extent, and I will explain it later. Of course, the scope of thinking about unit teaching design is still relatively large. For example, for some concepts, such as radian, we can also think of it as a unit. Because now is definitely not the time to talk about the definition of radian, it will involve radian. In this way, students will not be clearly explained why the concept of radian should be added, so we should think about our overall teaching from a holistic perspective. This will improve teaching efficiency. Second, the meaning of unit teaching design Unit teaching design: the teaching design of relatively complete and comprehensive teaching content such as chapters or units in the textbook. Teaching design of a class: design the teaching content suitable for a class. 3. Principles and precautions of unit teaching design (1) take units or chapters as units, reflecting the logical relationship between knowledge points (2) reflecting the integrity of unit learning (3) reflecting the hierarchy of unit learning (4) combining various teaching forms, The combination of teachers' leading and students' inquiry (5) pays attention to the comprehensive application of unit content (6) provides evaluation methods and templates ... 4. How to design the basic structural framework of unit teaching (1) (2) The new curriculum standard points out that the design of mathematics curriculum should fully consider the characteristics of students' mathematics learning in this period, conform to students' cognitive laws and psychological characteristics, and is conducive to stimulating students' interest in learning and triggering students' mathematical thinking. Fully consider the characteristics of mathematics itself and embody the essence of mathematics; While presenting mathematical results as knowledge and skills, we should attach importance to students' existing experience, let students experience the process of mathematical problems, establish mathematical models, seek results and solve problems. 4. Student analysis: habits, attitudes and mastery of the knowledge learned. 5. teaching material analysis's (1) textbook is divided into 17 teaching hours and 2 review hours. Write down the possible problems in the specific class schedule (2) 6. Some problems in teaching design (1) mainly focus on what to teach (2) how to use what you have learned (3) how to organize students' autonomous learning: organize what you have learned with symbolic language (4) let students summarize some good cases: compare different languages to express the same object (5) how to prompt students to learn "real numbers and quadratic roots" in the later stage. ② Students' confidence in learning mathematics well; (3) Help students organize what they have learned. (7) Teaching Reflection and Summary (1) Collect some teaching cases (2) Compare with your own teaching (3) Complete a summary (4) Modify your own teaching design.