A Case Study On The Deep Learning Of Math In Middle School Based On Key Competencies

With the continuous deepening of basic education reform and the proposal of core literacy,the practice reform of classroom teaching is in full swing and gradually becomes the focus of public attention.Deep learning guided by core literacy is a hot educational topic at present.Teachers how to make students in the classroom to abandon in the "shallow learning" the low degree of and help them learn to think,to learn and learn to reflect,so as to realize deep learning,is the reflection and improvement of the curriculum reform of classroom teaching,also is the inevitable choice of deepening the reform of education,but also the important breakthrough point of the implementation of the core literacy cultivation.In view of this,this study will be based on the deep learning of middle school mathematics of core literacy study this problem,expecting to achieve the following:(1)through the literature review,summarizes the deep learning of theoretical knowledge,on the basis of existing research,try starting from the perspective of core accomplishment and deep learning,build the deep learning of middle school mathematics learning process' s model.(2)Select part of middle school mathematics textbooks,carries out teaching practice according to the process model of deep learning,and form specific cases after reflection and improvement,in order to broaden teaching ideas and better promote students' deep learning.This study uses literature research,action research and case study to study the problem.Through literature review,this paper summarizes the connotation and characteristics of deep learning and the basis of relevant theory.Combined with the "Deep Learning Cycle(DELC)" of American scholar Jason and the "Four-Stage Process Model of Deep Learning" of Chinese scholar Ji Hong Fan,the process model of junior high school mathematics deep learning is constructed.In Hunan version of seventh grade math(on)the understanding of the "graphics" as the carrier,on the basis of the depth of the junior high school mathematics learning process model,draws lessons from the depth of Ding Xiaojuan's teaching analysis scale created deep learning practice analysis of scale,knowledge of the discipline,the teacher's teaching,student learning,classroom atmosphere,four dimensions of deep learning classroom practice evaluation,after reflection and improvement,two periods of deep learning cases are compiled,and the following conclusions are drawn:(1)Whether the characteristics of deep learning are obvious or not is related to the teacher's grasp of subject knowledge,the teacher's teaching,the creation of classroom atmosphere,the learning state of students,and the determination of learning topics.(2)The teacher's grasp of subject knowledge affects the teaching process,and several periods reflect that the teacher's interpretation of the curriculum standard and textbook is not deep enough,and the grasp of the learning situation and teaching method is not thorough enough.(3)There is a certain interactive relationship between the classroom atmosphere and students' learning.The students' learning state is good,and the classroom atmosphere is active accordingly;the classroom atmosphere is good,and the students' learning state is more active.(4)Knowledge background or examples close to students' real life can help students activate their original knowledge reserve,and exploring cooperative learning can stimulate students' active learning state.In combination with the practice of deep learning process,this study summarizes some experience in teaching,the teacher wants to further reading curriculum and teaching materials,dig through learning and teaching,adopt the appropriate methods and means,help students to activate the original knowledge reserve,through examples and practice thinking migration using knowledge and mining,strengthen the ability to apply the depth of the study,pays attention to student's brief summary and reflection of the teacher.Secondly,appropriate challenging learning topics should be selected for deep learning,and the steps of deep learning can be adjusted appropriately according to the needs of teaching.