Researching From The Perspective Of Deep Learning For The Current Situation Of Mathematics Teaching And Learning In Junior High School ——Taking A Junior High School As An Example

In recent years,we have many research and practical achievements on curriculum and pedagogical reform in China,which include the obviously changes of teachers' teaching methods and students' learning methods,even though the phenomenon of instrumental teaching and shallow teaching still exist.What deep learning aimed at is to cultivate people with comprehensive development.The important educational philosophy is to emphasize the development of students' key competency,core literacy and so on.In this paper,to analyzes the current situation of junior high school students'mathematics in deep learning and teachers' in-depth teaching of mathematics,though the both sides of researching teachers and students.Based on the deep learning theories,the author used the method of questionnaire survey to research the current situation of students'deep learning.The author designed a questionnaire to investigate students' deep learning of mathematics with the Likert Scale.The questionnaire has been set up in eight dimensions of memory mode of knowledge,knowledge system,focus of attention,degree of investment,self-reflection,migration ability,level of thinking,learning Motivation.The questionnaire survey was conducted on 180 students in three grades of a junior high school in a city of Jiangsu Province.The survey selected students from two classes for each grade.While based on the deep learning theories,in the research of the current situation of teachers' deep teaching in mathematics,the author used the method of classroom observation.The author has set up same eight dimensions as above,when the evaluation form was constructed which was about the teachers' behaviors of deep teaching in mathematics.The survey has processed observation in-class and video recording of the four teachers' regular classroom teaching in the first grade of this junior high school.Each teacher choose a new lecture that selected from the content of the second volume of the seventh grade mathematics textbook of Jiangsu Phoenix Science and Technology Press.The author uses the evaluation form to design a qualitative analysis of those in-class video recording,then according to the analysis results to give some teaching suggestions and teaching design cases which based on the deep learning theories.The author gained several mainly conclusions as follows thought the research:First,students' mathematics learning is at the upper middle level in the overall dimensions and every single dimension,which are maintained above.A small number of students can reach the level of deep learning in mathematics,while some students only stay in the level of shallow learning in mathematics.Second,students' overall survey results conform to the normal distribution,so there is a weak positive correlation between each dimension and a strong positive correlation between each dimension and the whole.Third,students who are in different grade,or different gender,can reach the upper middle level of deep learning with their average points.The difference is not obvious between grade one and grade two students' grade,while the average points of grade three in the whole and all dimensions is higher than that of others.The average points of girls in the dimension of self-reflection are higher than that of boys,while boys are higher than girls in all and other dimensions.Fourth,students who are in different level or different grades have statistically significant difference in deep learning level of Mathematics but that of different gender.Fifth,the difference is not obvious among the four teachers that all of them cannot reach the deep teaching level of mathematics but with shallow teaching phenomenon.