A Case Study Of Problem-driven Deep Learning

In the background of the knowledge economy,the social demand for talents is undergoing a major change.School education is facing great pressure.How to cultivate high-quality talents with innovative consciousness,autonomous learning and lifelong learning has become an important issue for education in the 21 st century.The basic education curriculum and textbook development center of the Ministry of education takes the teaching improvement project of deep learning as the starting point of deepening the reform of basic education,in order to deeply adjust the current classroom teaching and promote the reform of talent training mode.In this context,combined with the current situation of many teachers' superficial concept teaching and students' superficial concept learning,this study adopts the problem driven teaching method,with lesson study as the means,mathematical problems as the carrier,problem design as the theme,to promote students' deep concept learning as the goal,using qualitative and quantitative mixed research methods,and puts forward the following two research questions:Question 1: To promote students' deep learning of mathematical concepts,what are the characteristics of the designed mathematical problems?Question 2: To promote students' deep learning of mathematical concepts,what are the effective strategies for designing mathematical problems?To answer these two questions,we should know what is deep learning first.Combined with the existing literature research,the basic connotation of deep learning in this article includes three points:1)the learning with students' high participation;2)the learning of understanding the essence of knowledge;3)the learning of flexible transfer and creation of knowledge.Then,how to evaluate whether the teaching of the experimental class is conducive to students' deep learning.Since students' creativity is not easy to show in class,this study only focuses on evaluating students' participation in class and their understanding of the essence of knowledge.Firstly,to test students' participation in class,the questionnaire of junior high school students' math class participation was compiled;secondly,to test students' understanding level of concepts,the evaluation tool of understanding level of mathematical concepts was constructed,the corresponding post test questions were compiled,and the experts were invited to divide the understanding level of the post test questions.Finally,to analyze the characteristics of mathematical problems that promote students' deep learning of concepts,and the design strategies of such mathematical problems,firstly,the writer constructs the mathematical problem analysis framework to promote deep learning from the definition of the problem,the type of the problem and the analysis of the literature,combined with the suggestions of the paper discussion group.Secondly,three courses are selected for teaching design in the three major fields of mathematics,and each course selects two parallel classes,one of which is the control class,and the other is the real class.The main difference between the two classes is the different“question content”;thirdly,the collected data are analyzed from two aspects: 1)from the quantitative point of view,the collected data are tested to verify that the experimental class teaching can promote students' deep learning;2)from the qualitative point of view,using mathematical problem analysis framework to analyze the classroom practice.Through the analysis,summarize the characteristics of mathematics problems that promote conceptual deep learning: 1)Medium and poor structure;2)Related procedural type and doing mathematics;3)point to the essence;4)"find the background";5)extensible.And refine the problem design strategy to promote the concept of deep learning: 1)point to the development of thinking;2)point to the understanding of the essence of knowledge;3)open;4)stepped;5)inspiring;6)point to the actual background as much as possible.