Research On The Design Of Junior Middle School Mathematics Teaching To Promote Deep Learning

With the development of core literacy and the continuous deepening of basic education reform,the question of "what kind of people to cultivate" has been clarified in China's basic education and teaching,the question about "how to cultivate people" has attracted many experts and scholars and front-line teachers.How do teachers make students abandon the low-level and relatively mechanical "shallow learning" through classroom teaching,help students learn to study actively and think actively,and at last realize "deep learning" ? This is a developmental response to teaching,also an important entry point for curriculum reform and implementation of core literacy training.Based on the above background,we first make an investigation on current situation of junior middle school students' deep learning through questionnaire survey,we find that the intrinsic motivation of junior middle school students in mathematics learning is not high,the level of information integration is limited,the learning initiative is poor,and they lack ability of critical thinking.Through interviews with some teachers,we deduce that the method of evaluation on student learning,and personal teaching abilities and teaching strategies of teachers will affect students' deep learning.Based on this,we propose a teaching strategy that can effectively promote the intensive learning of junior middle school students in mathematics,which contains five main points: introducing new courses by setting life situations;rationally designing and highly processing learning tasks;elaborately setting up questions and guiding learners to think;focusing on formative evaluation and setting up divergent questions;properly designing students' self-reflection links.Based on the above research,with the concepts and characteristics of deep learning and under the guidance of constructive learning theory and situational cognitive theory,we refer to DELC to construct a teaching process that can effectively promotes deep learning,which contains the following steps: front-end analysis;creating active learning atmosphere;preparation and activation of prior knowledge;acquiring and deep processing knowledge;evaluation.Especially in the step of acquiring and deep processing knowledge,it is carried out from the aspects of knowledge decomposition,specific analysis and construction,knowledge integration,assimilation,transfer application and creation to achieve the purpose of promoting deep learning.Based on the constructed teaching process,we choose three sections from sixth grade mathematics textbook to carry out our teaching designs and analysis.They are "application of percentages","area of circle",and "two-degree linear equation".