Research On Deep Learning Of Junior High School Mathematics Based On Problem Chain

The Outline of National Medium and Long Term Education Reform and Development Plan(2010-2020)clearly puts forward that education is the fundamental to realize the great rejuvenation of the Chinese nation,and regards educating people as the basic requirement of educational work,emphasizing on improving students' learning and innovation ability,innovating talent training mode and helping students learn to learn.The theory of deep learning is based on the new teaching concepts such as problem inquiry,students' subject,potential development and lifelong learning.Deep learning is the only way to improve students' innovative ability.Compared with shallow learning,deep learning emphasizes to help students learn to learn new knowledge critically,to connect among many ideas,and to transfer existing knowledge to a new situation,so as to make decisions and solve problems.The realization of deep learning is the need of implementing the Party's educational policy and deepening the reform of basic courses,and the problem chain is an important means to promote students' mathematics learning.Function is the research object of Higher Mathematics,which is the basic course of science and engineering in universities.It is the main line of the whole middle school mathematics curriculum and runs through the whole middle school mathematics curriculum.Quadratic function plays an important role in junior high school mathematics curriculum,which is not only the key and difficult point of junior high school mathematics teaching,but also the foundation of senior high school and college mathematics,and often appears as the finale of mathematics in senior high school entrance examination.Therefore,this paper takes quadratic function as an example to study.Evaluation criteria for deep learning level of junior middle school mathematical functions based on SOLO classification theory,we compiled a questionnaire on the current situation of deep learning level of quadratic function for ninth grade students,and used EXCEL and SPSS25.0 to input,process and analyze the data.The survey found that:(1)Students are not interested in learning quadratic function,and the level of deep learning needs to be improved.(2)Pay attention to the guidance of students with learning difficulties,so that students at different levels can have different development in mathematics class.(3)The ability to explore knowledge affects students' deep learning level.Through literature research and teacher interviews,we have a preliminary understanding of the methods to promote students' deep learning and the factors that hinder students' deep learning.On the basis of investigation and research,we take the classroom teaching process as the breakthrough point and the quadratic function teaching as the carrier,and study how to set up the question chain reasonably to promote the deep learning of junior high school mathematics,and make quantitative or qualitative analysis on the teaching effects of students' problem-solving ability and students' deep learning level.The results show that:(1)The average score of the experimental class is higher than that of the control class,which shows that the problem chain has a good effect on promoting students' deep learning.(2)From the analysis of the number of students who have reached the level of deep learning,the number of students in the experimental class has increased more.(3)The question chain,which is moderate in difficulty,lively and interesting,close to students' actual life and in line with students' cognitive level,can effectively promote deep learning.Through the teaching design and implementation,the author found that the following problems should be paid attention to in-depth learning of junior high school mathematics based on problem chain:(1)the design of problem chain should take into account the actual cognitive level of students according to the theory of nearest development zone;In the classroom questioning session,we should not ask questions for the sake of asking questions,but put forward questions to promote students' thinking according to their learning status.(2)It is necessary to control the number and difficulty of problems in the problem chain to ensure that classroom teaching tasks are completed on time;(3)Pay attention to the differences in the characteristics of problem chains in the early,middle and late classes.