Junior High School Mathematics Concept Instruction Strategies Based On Deep Learning Research

Mathematics concept teaching is an important part of junior middle school mathematics teaching,and deep learning is a topic of great concern in the field of education research at home and abroad.Thus,it is of great significance to apply the concept of deep learning to mathematics concept teaching to promote students' understanding of mathematics concept and the development of mathematical thinking.The research of junior middle school mathematics teaching practice has showed that mathematics teachers' teaching method is single and have no effective teaching strategy in mathematics concept teaching,which leads students to have a rudimentary knowledge of mathematics concept.The thesis further analyzes that mathematics teachers have a general understanding of mathematics concepts and cannot flexibly adopt targeted teaching strategies according to the characteristics of concepts and their status in the teaching materials,which affects the teaching effect.From the perspective of deep learning,this thesis,based on the previous studies and the needs of teaching practice,optimizes the classification method of junior middle school mathematical concepts,analyzes the characteristics of each kind of mathematical concepts,and puts forward targeted concept teaching strategies on the basis of psychological process of students' concept learning.The research methods mainly include documentation method,interview survey and experimental research.Firstly,through documentation method,the classification method of junior middle school mathematical concepts is optimized,the characteristics of each kind of mathematical concepts are summarized,the psychological process of students' concept learning is analyzed,and the teaching strategies of different types of mathematical concepts are put forward based on the concept of deep learning.Then,a teaching experiment is made,in which three typical examples are respectively chosen from each kind of mathematical concept type.Teaching experiments are conducted between the two parallel classes in the eighth grade.After interviewing the teachers who participate in the experiment,the rationality of the teaching strategy is to be understood.The effectiveness of the strategy is proved by analyzing the statistics of the test scales and questions compiled on the theory of SOLO.This thesis puts forward teaching strategies for each mathematical concept type,firstly,using information technology to provide more visual “prototype” and consolidate the foundation of mathematical abstraction;secondly,ingenious design of problems,“explicit”thinking process,promoting the real occurrence of mathematical abstraction;thirdly,carefully designing the problem string,establishing the connection between the old and new knowledge to promote the horizontal and vertical development of mathematical abstraction.The teaching strategies of metric concept include: firstly,understand the origin and significance of mathematical concept and stimulate the driving force of inquiry by introducing situation;secondly,precise design of data,reasonable setting of difficulty and gradient to ensure the feasibility of inquiry;thirdly,enrich the concept application background,deeply understand the rationality of mathematical concepts,enhance the sense of achievement of inquiry.Conceptually teaching strategies include: firstly,providing intuitive teaching and rich background introduction to understand the meaning of mathematical concepts;secondly,based on the nature of the subject,sort out the development vein of mathematical knowledge and deeply understand the essential characteristics of mathematical concepts;thirdly,analyze the whole process of the occurrence and development of thinking,use information technology and other means to decompose and break through difficulties.The main conclusions of this thesis are as follows: firstly,optimized the classification of junior middle school mathematics concepts,summarized the characteristics of each concept type,the psychological model of learning and teaching key;secondly,according to the concept type,the teaching strategy under the concept of deep learning is developed and the effectiveness of the strategy is verified;thirdly,deep learning-based mathematics concept teaching strategies can promote teachers' professional growth;fourthly,mathematics concept teaching strategy based on deep learning can deepen students' understanding of mathematics concept and develop students' mathematical thinking.