Research On Mathematics Teaching Strategies For Senior Primary School Students To Promote Deep Learning

The "Compulsory Education Mathematics Curriculum Standards"(2011 edition)proposes that through mathematics learning,students should learn to think independently,develop their thinking,solve problems through a variety of methods,and improve their ability to innovate.However,in actual mathematics learning in upper grades of elementary school,students lack the motivation to learn actively,transfer ability is weak,metacognitive participation is less,shallow learning phenomenon is common,thinking development is limited,and problem-solving ability is weak.Deep learning emphasizes the superficial meaning of transcending knowledge,advocates the pursuit of higher-order thinking,and confronts problem solving.It is the only way for students to get rid of the current learning difficulties and achieve their learning goals.Therefore,how teachers can help students realize the leap from symbol learning to grasping the essence of knowledge through carefully designed classroom teaching under the vision of deep learning is a question worthy of research.Based on the above background,this research first compiled a survey questionnaire under the guidance of deep learning theory to investigate the status quo of mathematics deep learning of the upper grades of primary school students and analyze the existing problems.Then,through classroom observation,the teaching factors that restrict students' deep learning are analyzed.Based on this,a teaching strategy is proposed to promote the occurrence of deep learning of mathematics in the upper grades of primary school students.The survey results show that the upper grades of elementary school students have not achieved deep learning in mathematics learning.The specific manifestations are:lack of overall grasp of mathematics knowledge,lack of transfer and application of mathematics knowledge,lack of internal motivation for mathematics learning,lack of self-learning process Introspection,lack of active exploration of the essence of knowledge,lack of training for higher-order thinking.Teaching is the main and key reason why deep learning of mathematics does not occur in the upper grades of primary school students.Teachers ' lack of interpretation of textbooks leads to students' one-sided understanding of knowledge;excessive knowledge of knowledge leads to students ' lack of space for independent exploration;excessive use of multimedia leads to students' lack of experience;a single evaluation form leads to poor self-reflection ability of students.In order to effectively promote the occurrence of in-depth mathematics learning for students in the upper grades of primary schools,the following strategies can be adopted:(1)In the teaching preparation stage-change the textbook analysis paradigm,focus on key points to evaluate students and actively construct professional knowledge.(2)At the stage of teaching implementation-thickly plant mathematics culture to stimulate students' internal learning motivation,make good use of thinking assistants to help students connect knowledge elements,give sufficient opportunities to promote students to think in depth,implement group cooperative learning to mobilize students' metacognition,and carry out special exercises Help students grasp the essence of knowledge and arrange multiple assignments to help students realize knowledge transfer.(3)In the teaching evaluation stage-reflection and "re-assessment" are the key paths for self-evaluation,and "process" is the principle and method of mutual evaluation between students and students.