A Study On The Teaching Design Of Junior Middle School Mathematics Unit From The Perspective Of In-depth Teaching

In the era of big data,with the development of artificial intelligence,brain science and information technology,people have focused their research on deep learning,which has promoted deep learning theory to shine again in the field of education.Deep learning can develop learners' higher-order thinking,realize the three-dimensional curriculum goal of mathematics teaching,and achieve the overall goal of developing students' mathematics literacy.How to guide learners to conduct deep learning has become the key to the success of education and teaching reform.Although there are also researches on teaching reform using in-depth teaching theories in China,the research results that have finally been implemented into front-line teaching are not satisfactory.The unit instructional design is a teaching tool that can go deep into the first-line classroom for teaching practice,and it is a bridge connecting deep learning and deep teaching.Therefore,this research will combine the characteristics of the subject of mathematics,take the unit teaching design as the carrier,implement in-depth teaching strategies,and guide students to conduct in-depth learning.The specific research content is as follows:(1)The theoretical foundation of the in-depth teaching of mathematics in junior middle school.Organize and analyze the related literature on deep learning,deep teaching and unit teaching design.Clarify the connotation of deep learning,deep teaching and unit teaching design,demonstrate the relevance and consistency of deep learning and deep teaching,and explain the necessity and feasibility of deep teaching.Explain in detail the unit teaching design concepts and constituent elements from the perspective of in-depth teaching,and construct the program of unit teaching design based on in-depth teaching.(2)Case analysis and experimental research of unit teaching design from the perspective of in-depth teaching.Taking the "concept of function" in junior high school mathematics as the knowledge unit,teaching design is carried out according to the unit teaching design program framework under the construction of in-depth teaching perspective,and the case is analyzed.Design experimental programs,practice teaching design cases,design questionnaires and test papers,and collect experimental data.(3)Analyze the unit teaching effect from the perspective of in-depth teaching,and put forward teaching suggestions.By collecting,sorting and analyzing the test papers and questionnaire data after teaching practice,the teaching effect of unit teaching based on in-depth teaching strategy and general teaching is compared.According to the results of the experimental data,the experimental conclusions are drawn,and on this basis,the teaching suggestions of junior high school mathematics units based on in-depth teaching are put forward.Through the in-depth study of unit instructional design from the perspective of in-depth teaching,this research found that unit instructional design from the perspective of in-depth teaching is not only superior to ordinary teaching methods in the cultivation of knowledge and skills,but also in cultivating and developing students' higher-order mathematics thinking,The teaching effect of promoting students' positive emotions for mathematics learning and enhancing students' ability to transfer and apply mathematics knowledge is more significant than that of ordinary teaching.Therefore,the teaching design of junior high school mathematics unit from the perspective of in-depth teaching is of positive significance for promoting students' deep learning,developing students' higher-order thinking,and achieving the overall goal of mathematics teaching.