Seongnam Municipal Junior High School, Gyeonggi-do, Republic of Korea

Abstract: With the full implementation of the revised 2022 National Mathematics Curriculum Standards of Korea, middle school mathematics teaching has officially entered a new stage of competency-oriented reform. Traditional middle school mathematics teaching design suffers from fragmented knowledge points, homogenized teaching situations, superficial thinking training, formalized digital-intelligent teaching, and simplistic evaluation systems, which fail to meet the requirements of higher-order thinking and core competency cultivation. Based on front-line middle school teaching scenarios in Korea, this paper proposes an innovative holistic unit teaching design model integrating digital-intelligent technology and project-driven learning. Breaking the limitations of fragmented single-class teaching, it constructs a five-stage teaching system of “situation visualization – project inquiry – modeling abstraction – transfer application – diversified evaluation”. Combined with classroom practice and controlled experimental data of typical middle school mathematics units, this study verifies that the proposed model can effectively solve common student problems including mechanical problem-solving, rigid thinking, and weak knowledge application ability, and significantly improve students’ capabilities in mathematical modeling, logical reasoning, and real-world problem-solving. With high innovation and operability, this research provides a replicable practical paradigm for the transformation of competency-based mathematics classrooms and the implementation of digital-intelligent teaching in Korean middle schools.

Keywords: Korean middle school mathematics; holistic unit teaching; teaching design innovation; digital-intelligent integration; project-based learning; core competencies