Research On The Teaching Strategy Of Deep Learning In High School Mathematics From The Perspective Of Core Literacy

In the context of the new curriculum,with the introduction of core literacy,teachers have a clearer understanding of the direction of students' training.Different disciplines have different qualities,and as a major subject of high school,the core of mathematics is important.which cannot be ignored.Under the "student-oriented" teaching philosophy,the focus of teachers' teaching from textbooks to students is the trend of the times and the inevitable choice of teachers.Recently,the research on deep learning has aroused the education theory research.The emphasis of the first-line teachers and the current view is that deep learning is an important way to promote the cultivation of students' core literacy.In the core literacy perspective,how to promote students to carry out deep learning and develop the necessary character and key skills needed for the future development of students is a question worthy of consideration by every mathematics teacher.In order to promote students' deep learning and ensure the implementation of core literacy,this study focuses on three issues.What is the current status of high school students? What are the reasons for this status quo? How to change this situation to promote students' deep learning? In order to solve the above three problems,this paper analyzes from the following five parts:The first part expounds the background of the research and the significance of the topic,and analyzes its research value.At the same time,it also reviews the literature related to deep learning at home and abroad.Through literature review of the status quo of deep learning at home and abroad,the purpose and method of this study is clarified.The second part,on the basis of the first chapter,systematically introduces the theoretical basis,connotation,characteristics and relationship with mathematics teaching of deep learning,and draws the necessity and feasibility of cultivating students' deep learning ability and implementing deep teaching in high school mathematics teaching.The third part is a questionnaire survey of 320 high school students' deep learningstatus and 50 teachers' deep teaching status.The results of the questionnaire survey and the author's two-semester classroom observations summarize problems in mathematics classroom teaching under the core literacy perspective.The fourth part,in view of the problems existing in the current situation of high school students' deep learning of mathematics,and the self-reflection of students and teachers on their own deep learning(teaching),and around the characteristics of deep learning and the conditions of occurrence,this study proposes six promotion of the teaching strategies of high school students' deep learning in mathematics.In order to let teachers betterly implement the strategy,this paper also gives the preconditions and some related suggestions for implementing the strategy.The fifth part summarizes the research and reflects on the inadequacies in this research process,so as to improve and supplement in the future teaching practice research.