Research On The Teaching Design Of High School Number Series Based On Deep Learning

As one of the important research objects of high school mathematics,the sequence of numbers provides practical and useful mathematical models for solving practical problems,and is also the material for comprehensive training of thinking skills such as operation,abstraction and reasoning.Therefore,high school students’ learning of the sequence of numbers should not be just a cycle of calculation and problem solving.Deep learning is an efficient way of learning.which is a kind of meaningful learning that students revolve round challenging topics with fully active participation,active exploration,critical understanding and reflective evaluation.It focuses on the development of students’ knowledge transfer ability and high-order thinking ability.This learning method just fits the characteristics of high school mathematics learning that focuses on students’ problem-solving ability and the development of mathematics core literacy.It can be seen that how to apply deep learning theory to the learning of the sequence of numbers is a problem worthy of study.The main content of the research is the teaching design of the high school the sequence of numbers content,so as to promote the students’ deep learning.To this end,we need to clarify two aspects first:（1）the current situation of high school students’ deep mathematics learning and their mastery of the content of the sequence of numbers;（2）the reasons for the formation of this current situation.The paper uses the questionnaire method and the test method to investigate the above two questions.First of all,on the basis of reading a lot of literature,the three fields and eight dimensions of the questionnaire were determined,and then the "A Questionnaire Survey on the Deep Learning of Mathematics of the Second Grade Students in Senior High School" was compiled to investigate the students.According to the analysis of the results,it was found that students have problems such as lack of critical thinking,weak knowledge transfer ability,poor problem-solving ability,and weak mathematical language expression ability.Then,the test paper of the sequence of numbers unit was compiled to understand the students’ learning situation of the sequence of numbers,and the test results were analyzed with the help of the SOLO classification evaluation theory.It was found that:（1）the students’ comprehensive application level of the sequence of numbers was generally not high;（2）Students have preliminary mathematical operation ability,but relatively weak logical reasoning ability and abstract thinking ability.Combined with the analysis of the current situation of students’ learning,according to the deep learning route of American teaching reform experts Eric Jensen and Le Ann Nickelsen,a teaching design process suitable for promoting deep learning of the sequence of numbers is formulated.And refer to this process to carry out teaching design with "concept of arithmetic sequence" and "The first n terms and formulas of the arithmetic sequence" as examples.Finally,according to the problems existing in students’ learning,five teaching strategies are given to promote students’ deep learning of the sequence of numbers:（1）Mining the deep connotation of the sequence of numbers knowledge and establishing higher-order thinking development goals;（2）Create rich problem situations and focus on how concepts and formulas are formed;（3）Clarifying students’ "proximal development zone" and setting the inquiry content reasonably;（4）Pay attention to the integration and construction of knowledge,and promote the application of knowledge transfer;（5）Establish a systematic evaluation system,and pay attention to the learning disabilities of students.