Investigation On The Status Quo Of Pupils' Mathematical Deep Learning

Deep learning refers to the teacher's guidance,students based on the understanding of knowledge,active learning,critically combining learning content and self cognitive structure,build meaning,can in the new situation to migration and use knowledge to solve the problem,and often reflect on learning and summarizes the way of learning Deep learning is a teaching theory and practice to explore the hot spot in recent years,because it is responding to the requirements of the new curriculum reform,is the key to realize the core literacy training Therefore,the depth of the cultivate and improve students' learning habits and ability is especially important So what is the status quo of the depth of the current student learning?What's the problem? How should it be resolved? This becomes the problem that this research tries to explore.This study focuses on the status quo of deep learning in mathematics for primary school students,and investigates the status quo of deep learning in mathematics for primary school students through literature,questionnaire and interview methods.First of all,using the method of literature review and combing the domestic and foreign depth study of the connotation,characteristics and theoretical basis,explain the characteristics of deep learning combined with the mathematical discipline nature,determined the learning attitude,reflection and evaluation,expression and criticism,organization and construction,migration and application of five behavior dimensions,using questionnaire survey to Urumqi Y primary school grade four to six graders as investigation object,the collection and analysis of elementary mathematics study situation,using visual chart analysis of the questionnaire,determine the depth of the primary school mathematics learning situation is not optimistic.At the same time,combined with the questionnaire survey and teacher interview,this paper analyzes the problems existing in the deep learning of primary school students in mathematics.Through the investigation,it finds that there are the following problems in the deep learning of primary school students: 1.The overall level of deep learning of primary school students is not high,and they lack enthusiasm in math learning;2.Pupils lack reflection on the learning process;3.The critical thinking ability of primary school students is not strong;4.Pupils' ability to organize and construct knowledge is weak;5.Primary school students' ability to transfer and apply knowledge is not;6.Teachers do not have a clear understanding of the concept of deep learning;7.Teachers lack diversity in teaching evaluation methods;8.Teachers' instructional design has no directivity.Finally,aiming at these problems,combined with the result of questionnaire and interview,and deep learning related theory,first put forward from the aspects of teaching design countermeasure,mainly is to deep learning route and the combination of elementary school mathematics teaching design,put forward to promote elementary mathematics;deep learning general process of instructional design,supplemented by case analysis;Then from the teaching implementation level,from the perspective of students and teachers,this paper puts forward some suggestions to promote the deep learning of primary school students in the implementation of primary school mathematics classroom.