Research On The Construction Of Teaching Scaffold To Promote Deep Learning

The curriculum standard of primary school mathematics puts forward to develop students' core quality of mathematics subject,and aims at improving students' ability to solve practical problems by using mathematics knowledge comprehensively.The essence of deep learning is to pay attention to the development of learners' advanced thinking and the formation of real problem solving ability.Therefore,as an effective way to develop students' core literacy,deep learning will become the trend of curriculum reform and development in the future.In classroom teaching,teachers are the main guide for students to conduct deep learning.But now many of the problems in the development of class teaching reform,such as the lack of inside and outside classroom learning development,realize the teaching goal is too single,mechanical teaching,etc.,in the teaching activity,only pay attention to local overall,unable to cultivate students' literacy for core,also can not meet the students deep grasp of knowledge itself,is only the formal shallow study.Based on this,this paper,based on the unique background of mathematics subject,proposes to study the construction of teaching framework to promote deep learning.The main contents of this paper are as follows:In the first and second chapters,the research status and development trend of deep learning and teaching scaffolds at home and abroad are summarized through literature research,the conceptual connotation and relevant theoretical basis of deep learning and teaching scaffolds are expounded,and the importance of deep learning and teaching scaffolds for primary school mathematics teaching is analyzed.In the third chapter,through the preparation of the "Questionnaire on deep learning of fourth-grade primary school students" and "interview outline of primary school Mathematics teachers",the current situation of deep learning of fourth-grade primary school students is investigated,and the main reasons affecting deep learning are analyzed.The results show that the deep learning of the fourth grade students has achieved considerable results.However,there are still many problems,such as weak intrinsic motivation in learning,inflexible memory strategies,poor critical thinking ability,weak ability of knowledge construction and weak ability of transfer and application.The reasons for these problems mainly come from three aspects: students themselves,teachers and schools.The fourth chapter,based on the survey results,puts forward the construction principles and strategies of the deep learning teaching support for the fourth grade of primary school mathematics,and selects the fourth grade curriculum "Vertical and Parallel" for the teaching design of the problematic support.By conducting in-depth teaching practice on two classes with similar grades in the fourth grade and through the comparative analysis of the scores in the thematic test,it is concluded thatadopting the teaching bracket designed in this paper to teach "Vertical and Parallel" can improve the students' mastery of knowledge points and effectively promote the students' deep learning.