Research On Teaching Strategies To Promote High School Students’ Deep Learning Of Mathematics

Deep learning being an important way to cultivate and develop students’ core qualities,how to implement deep learning has become a significant research topic in the field of basic education.Focusing on promoting senior high school students’ deep learning in mathematics,methods of literature study,questionnaire survey and teaching experiment are adopted to conduct this research.The research results include the following four parts:The first part is the introduction and relevant theoretical bases of deep learning.Research background and current domestic and foreign research on deep learning are expounded through literature review,and the connotation,characteristics and theoretical basis of deep learning are also introduced.In the second part,a questionnaire survey on the current situation of deep learning of 380 students in S Middle School was carried out,and following survey results have been concluded: Although the students in S Middle School have been equipped with certain deep learning ability,the overall level is not high,especially in learning motivation,knowledge construction,metacognition and interaction,which requires teachers’ guidance and correction in teaching.Besides,there are obvious differences in the level of mathematical deep learning among students with different subject combinations,while there is no significant difference in the level of deep learning between male and female students.In addition,there is a positive correlation between the level of mathematical deep learning and mathematics learning achievement.Based on the survey results of the second part,in the third part,teaching strategies to promote senior high school students’ mathematical deep learning from the perspectives of teachers’ “teaching” and students’ “learning” are put forward.Teachers’ teaching strategies include pre-class preparation strategy,in-class teaching strategy and post-class evaluation strategy.Students’ deep learning strategies include self-cognition strategies such as developing positive motivation,drawing mind map and timely reflection,as well as interpersonal interaction strategies such as learning to ask questions and strengthening mathematical exchanges.In addition,since unit teaching is an important means to implement deep learning,the basic framework and specific process of the whole unit teaching design of high school mathematics for deep learning are also proposed.Based on a teaching case design by taking the unit of“trigonometric function’s concept and properties” in Chapter 5,Compulsory Volume 1of the new textbook published by People’s Education Press as an example,the above-proposed teaching strategies are organically integrated into the teaching design,with a view to providing reference for front-line teachers to carry out deep teaching,which is one of the highlights of this study.Fourthly,the effectiveness of the above-mentioned teaching strategies is verified through teaching experiments.This study uses SOLO classification theory to evaluate students’ deep learning level of trigonometric function,which is another highlight of the research.The teaching experiment results show that after adopting the teaching strategy of mathematical deep learning,students in the experimental class show greater interest in mathematics learning and develop better mathematics learning habits;moreover,the number of people who have reached the level of correlation structure and abstract expansion is significantly more than that of the control class in the deep learning of trigonometric function.Results shows that students in the experimental class do better in the deep learning of trigonometric function compared with those in the control class.Therefore,it can be inferred that the teaching strategies proposed in this research can achieve the effect of promoting students’ deep learning in mathematics.