Study Of High-school Math Classroom Questioning Strategy In Deep Learning Field Of View

With the development of the Times,the requirements of society on people change accordingly.In the era of Internet big data,more attention is paid to the ability of deep learning.In this context,the educational concept should also be changed accordingly in which the ability of deep learning should be attached much more importance and the concept of deep learning should be taken as an important basis to guide teaching activities.In addition,the "General High School Mathematics Curriculum Standards(2017 Edition)" puts forward the core literacy of mathematics,in which mathematical core literacy is a comprehensive reflection of thinking quality,key abilities and emotions-attitudes-values with basic characteristics of mathematics.This coincides with deep learning's emphasis on thinking and emotion.Obviously,deep learning is conducive to the cultivation of core literacy.As a main teaching method,classroom questioning has the characteristics of stimulating thinking,guiding reflection and mobilizing the enthusiasm of class participation,which can promote students' deep learning.Therefore,this paper,based on deep learning,discusses the strategies of asking questions in high school mathematics class from the perspective of deep learning,in order to promote students' deep learning and cultivate their core literacy.This paper adopts literature research method,classroom observation method,interview method and case analysis method.By referring to relevant literatures at home and abroad,this paper defines the concepts of deep learning and classroom questioning,and puts forward the functions and characteristics of classroom questioning from the perspective of deep learning.Then,according to the function and characteristics and in combination with related literature to determine the interview outline and to build an index system of classroom questioning of observation.And based on this interview outline and this observation index system to investigate the present situation of classroom questioning,and to analyze the cause of the current existing problems,and to put forward a series of corresponding strategies combining with the cause of the problem to provide advice for making better use of classroom questioning to promote deep learning.Through the research,this paper finds that the current situation that students can achieve deep learning through classroom questioning is not optimistic,especially the current situation of student active learning and sudent achieving deep learning emotionally is not optimistic in focus-on-student respect.There are seven main reasons.First of all,for teachers,(1)weak in theoretical concepts;(2)lack of consciousness of developing students' thinking;(3)Ignore the importance of questions;(4)Ignore the subject status of students;(5)not aware of the importance of learning in the emotional field.Secondly,for students(1)not strong in subjective initiative;(2)not having a solid mathematical foundation.Based on the above reasons,a series of strategies are proposed :(1)pay attention to the relationship between classroom questioning and deep learning;(2)pay attention to higher-order thinking to promote students' thinking;(3)pay attention to the content of the problem to guide students' thinking;(4)pay attention to student participation to improve learning immersion;(5)pay attention to emotional experience to help core literacy.It is expected to promote students' deep learning through applying these strategies in classroom questioning.