Investigation And Research On The Deep Learning Of Derivative Concept Of Senior Two Students

In order to make the core literacy of mathematics take root in the mathematics classroom,the teaching of teachers and the learning of students should not simply instill knowledge and rigid mechanical memory.Deep learning is a learning method.In simple terms,deep learning is learning based on understanding,emphasizing students' understanding of knowledge and mastery of the essence.Students who use deep learning to learn have a strong learning motivation in their learning process.And master more effective learning strategies,be good at internalizing the knowledge taught by teachers into their own knowledge,and reflect more complex deep learning results in the thinking structure,which coincides with the cultivation of core literacy.This study adopts the literature method,survey method and quantitative research method,draws on the deep learning evaluation theory in the existing literature,and develops the derivative concept deep learning evaluation tool for high school students.Firstly,the scale is used to evaluate whether students use depth in the derivative concept learning process.The way of learning is to build the evaluation criteria of derivative concepts based on SOLO classification theory,and evaluate whether students have reached the level of deep learning according to the level of thinking structure of students answering questions,and finally get the deep learning status of the derivative concepts of high school students.The main researches carried out are:(1)Development of evaluation tools for mathematics deep learning for high school students;(2)Validity testing of evaluation tools for mathematics deep learning for high school students;(3)Statistics and analysis of the survey results of the in-depth learning of the derivative concept of high school students;Teaching suggestions and case studies for learning.According to the statistical results of the scale,the scales of the science experimental class,the liberal arts experimental class,the general science class and the general liberal arts class are all worth 3.51,3.16,2.43 and 2.12 points,respectively,indicating that students in ordinary classes tend to adopt shallow learning methods For learning,the students in the experimental class tend to learn in depth.According to the test statistics,both the rate of change module and the derivative meaning module have the highest proportion of students who have reached the level of deep learning in the science experimental class,and the lowest in the liberal arts class;and through the correlation test,it is found that senior two students have a good grasp of the meaning of the derivative.To a large extent depends on the degree of mastery of the rate of change.According to the test results of the correlation between the scale score and the test paper score,the reasons for the current situation of deep learning of the derivative concept of high school students are summarized:(1)low high-order cognitive ability;(2)low information integration ability;(3)reflection Low learning ability;(4)Insufficient mastery of mathematical problem-solving skills.Finally,based on the survey results,four teaching suggestions to promote the deep learning of the derivative concept of high school students are put forward,namely,association construction,problem guidance,communication and reflection,focus on essence,and corresponding case analysis.This research enriches the evaluation of deep learning and the practical research of the subject,and provides new ideas for high school mathematics teachers to carry out mathematics learning evaluation.