Research On The Classroom Teaching Design Of Junior High School Probability And Statistics From The Perspective Of Deep Learning

With the continuous deepening and advancement of curriculum reform,under the general requirement that the purpose of education in our country is to cultivate the educated into people with certain social needs,"how to cultivate people" has attracted the attention of many scholars and front-line teachers.Deep learning is to cultivate students' core literacy as the fundamental pursuit,to develop students' high-level thinking and implement moral education as the fundamental task,so deep learning has become the inevitable choice of curriculum teaching reform in the new era.How to design classroom teaching activities,let students abandon the mechanical shallow learning,cultivate students' necessary knowledge and skills of deep learning,has been an important issue faced by teachers.In 2001,"statistics and probability" as a new section entered the junior high school mathematics curriculum standard,The knowledge of statistics and probability is widely used in people's life and practice,so strengthen the teaching of statistics and probability,so that junior high school students have this knowledge and ability,is also the need of social development.Deep learning is to improve students' ability to solve problems,develop students' high-level thinking and core literacy.However,in the existing research,there are few literatures on the teaching research of junior high school statistics and probability based on deep learning.Therefore,this paper takes this opportunity to analyze and explore the teaching design of junior high school probability and statistics from the perspective of deep learning.This paper first gives the research background,purpose,significance,content and research methods,analyzes and summarizes the research status at home and abroad,defines the core concepts related to deep learning,and expounds the theoretical basis of deep learning.Then based on the questionnaire survey and statistical analysis,the paper investigates and analyzes the current situation of junior high school students' deep learning.The results show that junior high school students have some problems,such as poor initiative in mathematics learning,limited knowledge integration level,weak critical thinking ability,and can not reflect and evaluate their own learning situation in time.At the same time,through in-depth interviews with front-line junior middle school teachers,it is found that teachers' cognition of deep learning theory,teachers' teaching methods and learning evaluation methods affect students' deep learning to a certain extent.Based on the results of the above investigation,interview and analysis,and combined with the teaching requirements of "statistics and probability",this paper takes three sections of junior high school mathematics "median and mode","random events" and "probability by enumeration" as examples,and gives the cases and analysis of classroom teaching design for deep learning.Finally,it summarizes the research conclusions,reflects on the shortcomings of the research,and puts forward the future prospects.