Research On The Teaching Practice Of Raising Questions In The Junior Middle School Mathematics Classroom Under The Concept Of Deep Learning

At present,"deep learning" has become a hot research topic in the education field.At present,"deep learning" has become a hot research topic in the education field.Scholars at home and abroad have carried out numerous theoretical and practical researches on "deep learning",and have made certain progress in theoretical value,teaching strategies,and evaluation methods.Among them,problem guidance is often used as an effective teaching strategy to promote deep learning in the teaching field.Carrying out the teaching practice research proposed by the junior middle school mathematics classroom questions under the concept of deep learning has important theoretical significance and practical value,which is conducive to promoting the academic growth of students and the professional development of teachers.This article mainly adopts literature method,investigation method,experiment method,case analysis method and other research methods to systematically explore the theory and practice of "problem raising" in junior middle school mathematics classroom teaching under the concept of "deep learning".The purpose is to pass this question.The analysis and research of my country's mathematics classroom teaching clarify the internal relationship between "problem raising" and "deep learning" in order to promote the reform of mathematics classroom teaching.The thesis consists of 7 chapters,divided into research background,literature review,student status survey,experimental research,strategy suggestions,teaching design case analysis,research conclusions,etc.The main line of research is based on the significance,feasibility,practicality,and strategy of teaching in the junior middle school mathematics classroom under the concept of deep learning.First of all,the author,by consulting relevant literature,sorting out research questions,and explaining the practical significance and value of the teaching of junior high school mathematics classroom questions under the concept of deep learning;secondly,carrying out empirical research,implementing questionnaire surveys and interviews,and understanding the concept of deep learning under the concept of junior high school math classroom questions.The current situation of teaching,and two parallel classes of junior three students as the research objects,a one-semester micro-teaching experiment was carried out.By setting up experimental classes and control classes,the academic performance of the students before and after the experiment was tested,and SPSS,Excel software carries out data sorting and analysis,and interprets the practical value and feasibility of problem-proposed teaching to promote deep learning from both qualitative and quantitative perspectives;combined with the results of theoretical analysis and micro-teaching experiments,it is proposed to promote the effectiveness of deep learning for students Teaching strategies,and design teaching for specific lesson examples to make them more specific and case-based;finally,they refine the research conclusions and reflect on the research deficiencies.The research found that under the concept of deep learning,the problem-proposed teaching in junior high school mathematics classroom has certain practical value:problem-proposed teaching in mathematics classroom helps students realize in-depth learning,thereby promoting the development of students' thinking quality,the cultivation of higher-order thinking ability and academic performance Improvement.This research points out that to promote students' deep learning,the strategies proposed by junior high school mathematics classroom teaching problems are as follows: one is to focus on the multiple representations of mathematical knowledge objects;the second is the timely construction of mathematics learning scaffolding;the third is the logical guidance of mathematics learning problems;the fourth is the active reflection on mathematics learning methods.