Primary Mathematics Unit Teaching Research Based On Deep Learning

In June 2019,the Central Committee of the Communist Party of China issued the "Opinions on Deepening the Reform of Education and Teaching and Comprehensively Improving the Quality of Compulsory Education".The opinion states: "We must adhere to the fundamental task of building morals and cultivating students 'cognitive ability and promote the development of students' thinking,Stimulate students 'innovative consciousness,develop quality education,and make students become the newcomers in the era of national renaissance."Deep learning,as a new teaching concept,takes the cultivation of students' core qualities as the fundamental pursuit and is committed to clearly answering" What kind of learning content "More valuable","What kind of learning goals are more meaningful","What kind of learning methods are more conducive to the realization of learning goals","What kind of ways can better test the learning effect" and other issues.At the same time,in order to improve the fragmented learning phenomenon caused by class-time teaching,many research scholars in the education industry call on front-line teachers to take a holistic view,implement unit teaching,and replace partial accumulation with overall construction to promote the systematic structure of students' cognitive structure.In this regard,the author proposes a study on elementary mathematics unit teaching based on deep learning,and explores the process of applying deep learning concepts to elementary school mathematics unit teaching.This research mainly adopts literature research method,questionnaire survey method,interview method,text analysis method and case analysis method.First of all,through literature survey,it summarizes the research status of deep learning and unit teaching at home and abroad,clarifies the connotation and characteristics of deep learning and unit teaching,and theoretically demonstrates the importance and feasibility of research.Subsequently,a questionnaire survey was conducted on students in grades 4-6 of Xiamen S Primary School,and interviews were conducted with mathematics teachers in grades 4-6 of the school.The purpose was to comprehensively consider the current situation of mathematics teaching in primary schools from the perspective of students and teachers.The survey results show that with the advancement of the curriculum reform,primary school mathematics teaching is more concerned with the development of students' thinking and abilities.Most students have certain problem-solving skills and knowledge-building skills;teachers have a basicunderstanding of deep learning concepts and can integrate themselves Experience puts forward teaching suggestions to promote students' deep learning;teachers have unit teaching awareness and can use mind maps to guide students to integrate knowledge.These phenomena illustrate that the mathematics teaching in elementary schools is showing a positive trend.However,there are still some problems,mainly manifested in: students 'low level of deep learning in dimensions such as critical questioning,application transfer,and summary reflection;teachers' understanding of deep learning concepts is not comprehensive and thorough;teachers lack implementation units from a holistic perspective Teaching experience.The above-mentioned current situation survey elaborates the necessity and applicability of the research,and provides practical ideas for the follow-up research.Finally,based on theoretical analysis and current situation investigation,the author constructed the teaching process of elementary mathematics unit based on deep learning,proposed the teaching strategy of elementary mathematics unit based on deep learning,and according to the teaching strategy proposed,based on the People's Education Edition of "Compulsory Education Textbook · Mathematics" as a blueprint,the "Statistics and Probability" field of "bar graph" unit teaching case was designed.