Research On The Design And Implementation Of Elementary School Mathematics Classroom Teaching Activities From The Perspective Of Deep Teaching

With the curriculum reform of basic education and the development of people's cognition,the depth of learning has gradually become people's value pursuit in the era of knowledge explosion in which instant learning is prevalent in fragmented learning.In the field of classroom teaching,facing the current situation that teaching generally stays at the shallow level,educational researchers begin to pursue the depth of the influence of teaching on the development of learners.In 2009,Professor Guo Yuanxiang formally put forward the concept of "deep teaching".Since then,the concept of "deep teaching" has been concerned by the academic circle and gradually developed.Primary school mathematics as the basis of mathematics learning,students can not only rote and mechanical training the mathematical symbol knowledge,mathematical formulas and concepts.Educators should think about how to conduct in-depth classroom teaching according to the nature and characteristics of primary school mathematics subject,combined with the concept of deep teaching,so as to promote students to participate in the class deeply,carry out in-depth learning,cultivate students' higher-order thinking,and achieve the goal of cultivating discipline quality.The design of primary school mathematics classroom teaching activities is the premise of the implementation of primary school mathematics classroom teaching.This study mainly explores the design and implementation of primary school mathematics classroom teaching activities from the perspective of in-depth teaching,and is divided into five parts to elaborate:The first part mainly discusses the connotation and characteristics of deep teaching.When understanding the definition of deep teaching,the author elaborates from two levels,namely "depth" and "teaching",and believes that the "depth" of deep teaching is mainly reflected in five aspects: depth of educational objectives,depth of knowledge understanding,depth of student participation,depth of thinking development and depth of emotional experience.In addition,the author analyzes the connection and difference between deep teaching and deep learning,as well as the difference between deep teaching and shallow teaching,so as to deepen the understanding of the connotation of deep teaching through comparison.The second part mainly elaborates the ontological implication of primary school mathematics classroom teaching activities from the perspective of deep teaching.On the basis of elaborating the connotation of mathematics classroom teaching activities and the inherent meeting point between deep teaching and primary school mathematics classroom teaching activities,the author summarizes the connotation of primary school mathematics classroom teaching activities from the perspective of deep teaching,and then analyzes its characteristics.It's main characteristic is to pay attention to the depth of mathematical thought cultivation;Emphasize the development of thinking guided by mathematical problems;Pay attention to the richness of students' learning experience;Pay attention to the infiltration of mathematical culture.This kind of teaching pattern can cultivate students' mathematical discipline quality,promote teachers' professional development to a certain extent,and realize the integration of learning,thinking and doing.The third part elaborates the design of primary school mathematics classroom teaching activities from the perspective of deep teaching.This part is based on the first two parts,from the analysis of learning situation,the design of teaching content,the design of teaching program and the design of teaching evaluation on the depth of teaching vision of primary school mathematics classroom teaching activities design process was systematically elaborated.The fourth part,on the basis of elaborating the implementation steps of primary school mathematics classroom teaching activities in the depth of teaching perspective,carries on the relevant practice case analysis,and takes "broken line statistical chart" as the teaching case,presents the specific practice process from the teaching design and implementation two aspects.The fifth part reflects on the implementation process of primary school mathematics classroom teaching activities from the perspective of deep teaching and puts forward implementation suggestions.Questionnaire survey is used to investigate the current front-line primary school mathematics teachers' understanding and understanding of the concept of deep teaching,reflecting on the whole implementation process,and summarize the experience,tentatively put forward implementation suggestions,in order to truly realize the value of primary school mathematics classroom teaching activities from the perspective of deep teaching.