Investigation And Teaching Countermeasures Of Deep Learning In High School Mathematics

With the continuous progress of The Times,the society has higher and higher requirements for students to learn mathematics,and the new curriculum standards clearly put forward the cultivation of students' core literacy.Teachers teach students how to learn before they teach them to learn.This is exactly the integration of deep learning,a hot topic in recent years.In this way,students can truly understand the rigor,abstraction and logic of mathematics in mathematics learning.And teachers should also pay attention to the depth of teaching in classroom teaching,pay attention to the tension of classroom knowledge,namely pay attention to the horizontal and vertical learning of classroom content.Therefore,in mathematics learning,especially in high school mathematics learning,deep learning is very necessary,which also lays a foundation for college learning.This article through consulting a large number of literature,self-made questionnaire,interview method,case law,etc.,with 5 senior middle school of zhengzhou city as an example,studies the theoretical basis of depth study through literature method,through the questionnaire investigation depth of the high school mathematics classroom learning situation,through the interview analysis about the present situation of deep learning,find out the factors influencing classroom deep learning,According to the survey results,corresponding teaching suggestions and cases are given.The current situation of deep learning in senior high school is found through investigation: 1.The current situation of deep learning in senior high school of Zhengzhou Is investigated by questionnaire among students of grade one,grade two and grade three in No.5 Senior High School of Zhengzhou to understand the current situation of deep learning in mathematics and analyze relevant data.The following conclusions are drawn: The students with deep learning ability in grade one,grade two and grade three account for 19.86%,32.92% and 42.13% of the total number of students,among which the proportion of deep learning in grade three is very close to that in recent years.2.The status quo of deep teaching by teachers.Almost all mathematics teachers agree with the importance of deep learning in mathematics teaching.Deep teaching is more obvious in teachers with older teaching experience(? 15 years of teaching experience).Teachers with more than 8 years of teaching experience have the consciousness of deep learning,but do not know the term;Deep learning and the understanding of deep learning are almost not reflected in the group of teachers who just started their work;3.Through the questionnaire survey analysis found that the factors influencing students deep learning,high,grade 11 students for the construction of knowledge and migration,integration of knowledge ability,learning motivation is not too much difference,three grade is similar the students' ability of learning and reflection,the critical thinking ability of students are less than three grade,It shows that the students in grade one and grade two have certain deep learning ability,but their ability is insufficient.Lack of reasonable learning methods,teachers need to do a good job of guidance;Students of the three grades have certain abilities in using known knowledge to understand new knowledge,but lack the initiative to reflect and summarize.There is no obvious difference in critical thinking among students of the three grades.Students are used to passively accepting knowledge instilled by teachers,and lack of questioning knowledge and active learning.Due to the large number of mathematics classes in senior high school,students are not interested in mathematics,but passively accept it,and take learning tasks as the goal,learning motivation is very single;There is no significant difference in the "investment" of the three grades of students in learning mathematics,only a small number of students can follow the teacher's ideas,fully engaged in the teacher's teaching,there are some students in a certain knowledge point is difficult to understand and then unable to invest,there are a small number of students have the situation of concentration;The reflection ability of the three grades is different,and the reflection ability of the senior three students is slightly higher than that of the senior one and the senior two students.Senior three students pay more attention to the repeated practice of knowledge.By analyzing the status quo and factors of deep learning of zhengzhou No.5Senior middle school students,the following suggestions are given: 1.Large unit teaching oriented to core literacy can promote students' overall and systematic grasp of knowledge and logically distinguish the knowledge they have learned.Let students feel that mathematics is useful in life through situation introduction,and guide students to break through layers of checkpoints through the form of question string.The large unit teaching need to be precise interpretation course standard,familiar with the teaching material content and clarify the teaching material logic relation and content framework to build big science unit,different stages of students' learning to avoid excessive high or class time waste,different disciplines students section of the content of the different unit teaching method to focus on something,Or driven or real case analysis or problem exploration or the construction of learning thinking,pay attention to the creation of real scenes fully excavate vivid and concrete teaching scenes with sense of participation;2.Return to the teaching material,pay attention to the formation of the concept and knowledge of the process of development,to make students understand the knowledge from where to where to go ";3.In the teaching process,students can get to the essence of problems by setting appropriate question strings,and students can distinguish different methods under different conditions in the form of question variations,and even achieve the transfer of knowledge and in-depth learning of knowledge through critical thinking through the form of questions;4.Setting up appropriate scenarios can lead students to the destination smoothly.Situational teaching must be based on the existing cognitive conditions of students and closely connected with new knowledge;5.Concept discrimination should be set reasonably in the teaching of new concepts so that students can recognize and understand new concepts from a critical perspective.Fierce discrimination in class can promote in-depth knowledge investigation;6.In-depth evaluation of classroom learning is to give feedback to the knowledge learned,which can help teachers effectively control students' learning situation;7.Personalized homework design,different levels of homework design according to students' different abilities,through the integration of knowledge to effectively improve students' problem-solving ability.