Research On Teaching Strategies Of Functional Concepts In Senior High School From The Perspective Of Deep Learning

Under the guidance of teachers reflect on and question what have learned,cultivate their critical thinking and practical ability,and improve their mathematical literacy.In the context of global basic curriculum reform,the goal of core literacy is to cultivate“well-rounded people”,which coincides with the concept of deep learning.However,there is still a lack of relevant researches on deep learning in high school concept teaching.Exploring the teaching strategies of deep learning of functional concepts in senior of high school involves the following three questions,namely,what is the status quo of teaching of functional concepts in senior high school?,what are the teaching strategies of deep learning of function concepts in senior high school? and how to implement the deep teaching strategies of functional concepts in senior high school?This study in high school function concept as a research focus,using literature research,tracking,interviews and research methods of case analysis,analysis of Tianshui a senior high school students’ function concept depth study of the status quo,and then select the concept of “function” through the case study of a class to collect test scores,and design the interview data,etc.It is found that the overall level of functional concept deep learning is at a lower level,and the score rate of concept perception level was 49.71%.The score rate of concept interpretation level was 56.16%.The score rate of concept association level was 51.91%.The score of concept abstraction was 47.99%.At the same time,it was found that59% students had a good learning attitude and strong interest in deep learning of functional concepts.47% of the students have positive motivation to learning the concept of the function.It can be seen that teachers can stimulate students’ internal motivation and external motivation in classroom teaching.According to the survey,the teaching strategies of deep learning of function concept in senior high school are intuitive perception and laying general route respectively.Early infiltration,function concept introduction strategy to promote concept assimilation,pay attention to pre-concept,construct contrast diagram;independent thinking,the essence of abstract concepts;Explore cooperation,pay attention to the functional concept construction strategy of the learning process experience,pay attention to the myth concept,establish the symbol consciousness;Using concept map.multi-angle and multi-directional thinking function concept analysis strategy,consolidate the concept,complete the concept re-recognition;Optimize migration application to solve practical problems;Reverse thinking,bidirectional evaluation function concept application strategy.Finally,the teaching design process of “Concept of function” shows the design intention of deep learning of function concept in senior high school.