Research On Instructional Design Of Junior High School Mathematics Concepts To Promote Deep Learning

Since the implementation of the basic education curriculum reform,teachers' educational concepts have undergone a great change.On the whole,education and teaching are developing towards a good trend.However,there are still some problems that need to be further improved,such as the influence of traditional teaching concepts,students' subjective status in the classroom is not prominent,teaching methods are unitary,students often accept knowledge passively;Under the influence of examination-oriented education,students put more emphasis on the results than on the process,and put more emphasis on learning rather than how to learn,which leads to the formalization of teaching inquiry activities.The existence of these problems,also has a profound impact on the junior high school mathematics concept teaching and learning.Compared with surface learning,mechanical learning and meaningless learning,deep learning is a learning method that learners take in cognition,emotion and thinking highly.Through reading and combing the relevant literature,there is little research on the deep learning of mathematics concepts in junior high school.Take this as an opportunity,put forward to promote deep learning junior high school mathematics concept teaching design research.Connect mathematics concept with deep learning,construct the teaching design route of mathematics concept for promoting deep learning in junior high school,to provide a feasible,concrete and referential route for the junior high school mathematics teachers in compiling the teaching design of mathematics concepts,and to enrich the research on the teaching design of deep learning of mathematics concepts in junior high school,it provides a new direction for teachers and students to teach and learn mathematical concepts.Firstly,the paper analyzes and grasps the status quo of deep learning of mathematics concepts of junior high school students by compiling a questionnaire;Secondly,semi-structured interview is carried out to junior high school mathematics teachers to get the possible factors that affect the students' deep learning of mathematics concepts,and the feasible suggestions to promote students' deep learning of mathematics concepts;Thirdly combined with the questionnaire analysis and interview results,summed up the current junior high school students mathematics concept deep learning problems and solutions;Then,based on DELC deep learning route,construct a teaching design route to promote the deep learning of mathematics concepts in junior high school;Finally,according to the construction of the teaching design route,write a teaching design case and a case analysis.The teaching design route to promote the deep learning of mathematics concept in junior high school includes four processes,which are:(1)pre-evaluation;(2)activation of original knowledge;(3)acquisition and deep processing of new knowledge;(4)evaluation and reflection.On top of that,break each process down into two or three steps.According to the time sequence,the whole process of deep learning of mathematical concepts is divided into the preparation stage,the introduction stage,the main stage and the evaluation stage.Especially in the last three stages,teachers should pay attention to create and maintain a good learning atmosphere.