Investigation And Research On The Current Situation Of High School Mathematics Deep Learning

With the development of pedagogy theory,more and more educators have noticed the concept of deep learning and introduced it to the field of pedagogy in order to develop students' thinking and learning ability more scientifically.Then achieve teaching goals.The disciplinary characteristics and curriculum standards of the mathematics discipline are very in line with the requirements of deep learning theory.The ordinary senior high school mathematics curriculum standard(2017 edition)promotes inquiry-based learning and promotes the change of student learning methods.Teachers need to guide students to actively participate in the inquiry process,and gradually develop students' critical thinking ability,analysis and problem-solving ability,innovation and practical ability.With the help of deep learning theory,this paper studies the current situation of high school students' deep learning in mathematics.Taking a high school in S city as an example,two classes are randomly selected from the three grades of high school,high school and high school,a total of 6 classes are finally selected.Of students conduct test paper surveys.After analyzing the survey data and discovering the laws revealed by the data,we set up targeted questions to conduct teacher-student interviews,explore the deeper reasons for these results,and provide mathematical teachers with reference views on mathematical teaching.This article can draw the following conclusions through investigation,statistics and analysis of data:(1)In general,the mathematical deep learning of a high school in S city can reach the application level,which is close to the analysis level.(2)As the grade increases,the level of deep learning in mathematics gradually increases.(3)The level of deep learning for boys and girls is close.Based on the conclusions obtained from investigation and analysis of the data,this article puts forward the following teaching suggestions for high school mathematics teaching:(1)Teachers should cultivate students' good study habits,develop students' mathematical thinking methods,cultivate students' ability to simplify complex problems,train students' ability to review questions,and cultivate students' confidence in mathematics.(2)Teachers are advised to leave blank at the end of each lesson,so that students think about the content of this lesson,and ask questions that they do not understand,and solve them in time.At the same time,students are welcome to question and discuss some solutions.(3)Teachers should let students understand the connection between mathematics and other disciplines.When teaching related mathematical content,make appropriate questions and analysis so that students can experience this connection.(4)When teaching new knowledge related to old knowledge,teachers should first guide students to think and recall independently,and then summarize and organize these knowledge points to facilitate students' subsequent understanding and memory.The old knowledge will be forgotten with the learning of the new knowledge,and the teacher should purposefully arrange a review class.(5)Teachers should focus on asking questions when teaching similar types of problem-solving methods that have been previously explained,and guide students to recall the corresponding method of thinking.It is difficult to really learn from each other,but teachers can help students develop the ability to transfer through appropriate variant exercises.