Research On Mathematics Classroom Teaching Based On Deep Learning

Deep learning,originally a concept in the field of artificial intelligence,has been introduced into the field of education in recent years.In mathematics teaching practice,deep learning is the opposite of shallow learning,rigid learning or mechanical learning.For a long time,there are many problems in traditional mathematics classroom teaching,especially the lack of attention to students' learning depth and learning ability development,which leads to poor learning effect and untapped learning potential of students.In this sense,this paper studies mathematics classroom teaching based on deep learning.The main contents of the study are as follows:1.Through a large number of literature review,the research status of deep learning at home and abroad is sorted out,and the characteristics and relevant theories of deep learning are analyzed.2.To understand the status quo of deep learning in mathematics classroom of junior high school students through questionnaire and interview.The questionnaire is designed around the five dimensions of deep learning,and the interview outline of teachers is designed accordingly.Taking the eighth grade teachers and students of a junior high school in Changchun as samples,the questionnaire was distributed,recovered and counted,and the teachers were interviewed and recorded.3.Through statistical analysis of questionnaire survey and combined with the results of teacher interviews,in-depth analysis is conducted on the problems and causes of mathematics classroom deep learning of junior middle school students.4.Design the teaching implementation route of deep learning and explore the mathematics classroom teaching method based on deep learning.The main conclusions of the study are as follows:1.Deep learning has five basic characteristics,namely,knowledge recognition and transformation,knowledge experience and perception,knowledge analysis and processing,knowledge transfer and application,and knowledge evaluation and value.2.Questionnaire and interview results :(1)in terms of learning interest and motivation,students show more learning motivation and better learning interest;(2)In the aspect of recognition and transformation of deep learning,teachers can consciously guide students to review and preview,but students' awareness and actions are not consistent;(3)In the aspect of deep learning experience and perception,students' passive participation is higher than active participation;(4)In the analysis and processing of deep learning,students lack of sorting out,questioning and in-depth analysis of mathematical knowledge;(5)In terms of transfer and application of learning,teachers invest more in situational teaching,while students have less understanding and practical application.(6)In terms of the evaluation and value of deep learning,students can improve their understanding of math learning and math problems from good evaluation.3.The reasons for deep learning in mathematics classroom teaching are as follows :(1)lack of interest in learning and unclear learning motivation;(2)Little investment in learning and lack of initiative;(3)The teaching situation lacks depth and the class participation is low;(4)Poor summary and analysis ability and lack of innovation consciousness;(5)Few practical applications and single evaluation methods.4.Combined with teaching practice and based on DELC deep learning route,the general teaching process and teaching cases for implementing deep learning are designed.Finally,the research process and results are summarized,the shortcomings are analyzed,and the further research on deep learning is prospected.