Research On Primary School Mathematics Problem Chain Design From The Perspective Of Deep Understanding

Deep learning has become a hot word in the education world in recent years and is well known by people.This is not only the inevitable result of the development of education and teaching,but also an effective way to implement the core literacy of students’ development.Deep learning needs to be based on deep understanding,so the value of deep understanding is highlighted.Problems are the soul of mathematics and the carrier of mathematics teaching and learning.Teachers have noticed that problems can drive students to learn mathematics,build a harmonious teacher-student relationship in the process of solving problems,and achieve a win-win situation between teaching and learning.The Beijing Normal University version of primary school mathematics textbooks are presented in the form of "situation + problem chain".The feature of this arrangement is that a certain number of problems are matched through the situation,and the whole process of students’ mathematics learning is connected by a chain,rather than a simple situation and a problem.Superposition to maximize the efficacy of the two.With the continuous progress of curriculum reform,front-line teachers have generally accepted the concept of problem chain,and will focus on the design of problem chain in teaching design.Students cannot learn mathematics without a deep understanding of knowledge.Therefore,this paper studies the design of elementary school mathematics problem chains from the perspective of deep understanding.It is hoped that it can provide reference for teachers to design problem chains and improve the effectiveness of teaching and learning.The researchers conducted the study using four research methods.Firstly,the background of the research is expounded from four aspects: the requirements of curriculum reform,the requirements of curriculum standards,the requirements of mathematics,and the current situation of students’ learning with shallow understanding.Secondly,respect the previous research results,stand on their shoulders to define the concept of deep understanding and problem chain,and sort out their respective research situations.Then,it analyzes why the problem chain can promote in-depth understanding from two aspects of theory and reality,which is convenient for subsequent research.The third is case analysis and classroom observation.According to the division of teaching content according to the mathematics curriculum standards,a typical lesson example is selected from each of the four teaching fields,and the design of the problem chain between excellent teachers and ordinary teachers is compared to pave the way for the proposal of strategies..Finally,the researchers came to the conclusion that the question chain can indeed form a deep understanding of students,and through the cooperation of core questions,main questions,and auxiliary questions,students’ thinking can be inspired.In order to integrate deep understanding and problem chain organically in practical teaching,teachers should use four forms and design according to four principles.Emphasis is placed on students’ in-depth construction of students’ initiative,the development of thinking,the space of thinking,and the interactive nature of construction.The problem chain should be based on the three major associations,design appropriate problem situations,carefully design the three major elements,pay attention to precise wording,and cooperate in groups to carry out exploratory operation activities,so that students can achieve in-depth understanding.