Research On High School Mathematics Teaching Strategy Under The Concept Of Deep Teaching

With the continuous development of the times and the release of the "General High School Mathematics Curriculum Standards(2017 Edition,2020 Revision)",the requirements for student cultivation in the new era are gradually increasing,with higher educational expectations for both teachers and students.At present,the development of students’ abilities and cultivation of literacy in high school mathematics teaching has not received the attention it deserves,and deepening curriculum reform has gradually been put on the agenda.Deep teaching,as one of the important educational concepts guided by core competencies,provides new ideas for classroom reform.Different scholars have conducted research on deep teaching from different dimensions,enriching the connotation of deep teaching and providing guidance for the implementation of deep teaching.The forms of strategies for deep teaching in mathematics are diverse,and different scholars have not yet reached a consensus on the strategies for deep teaching.The proposal of strategies for deep teaching mostly stays at the theoretical guidance level,and there is little integration with the actual teaching analysis of high school mathematics,making it difficult to truly provide practical guidance for frontline teachers in deep teaching.This article first defines the concepts of deep learning,deep teaching,and deep teaching of high school mathematics through literature review,and establishes the theoretical basis for the research.Based on the disciplinary characteristics of high school mathematics,research was conducted from the perspectives of both teachers and students through questionnaire survey,interview,and classroom observation methods.The current situation of deep learning in high school mathematics and deep teaching by teachers were analyzed,and the problems in current high school mathematics classroom teaching were identified.The main problems were:insufficient understanding of deep teaching concepts by teachers,shallow use of textbooks,and insufficient educational and teaching abilities,The teaching process is formalized,problem exploration and group cooperation are not effective,teaching is less integrated with practical life,teaching reflection is superficial,and teaching reflection has not been well applied in practice,leading to insufficient guidance for students’ self reflection.And the main reasons were analyzed,including insufficient understanding of teachers’ teaching concepts,insufficient teaching abilities,and the environmental impact of exam oriented education.This provides a basis for further exploration of in-depth teaching strategies.In order to improve these issues and achieve a level of deep teaching in mathematics,we are based on the essence and characteristics of the subject of mathematics.With the help of deep teaching concepts,we propose relevant strategies for deep teaching,guide teachers’ teaching to promote students’ deep learning,cultivate students’ key abilities and core competencies,and provide valuable practical guidance for high school mathematics teachers working on the front line to deepen educational reform and promote students’ comprehensive development.This study proposes deep teaching strategies from five aspects.In terms of educational and teaching concepts,strengthen the learning of deep teaching concepts;Explore ways to learn about deep teaching concepts;Improve the evaluation criteria for the learning outcomes of deep teaching concepts.In terms of knowledge content: study the curriculum standards and grasp the requirements of teaching content;Interpret the content of the textbook and deeply explore its ideas;Explore knowledge associations and improve the knowledge system.In terms of teaching process: effectively organizing classroom problems,problem oriented promotion of deep teaching;Strengthen communication and interaction between teachers and students,promote deep thinking among students;Digging out the ideological and cultural behind knowledge;Integrating teaching with daily life.In terms of evaluation:enriching the subjects and methods of deep teaching evaluation;Enrich the standards and dimensions of evaluation.In terms of reflection: cultivate students’ reflective awareness and improve their reflective ability;Establish a reflective awareness and develop reflective habits.I hope to provide targeted guidance for front-line teachers’ teaching.Finally,in order to provide front-line teachers with a more intuitive understanding of deep teaching strategies,taking the deep teaching strategies proposed in this study as a reference,according to the requirements of the syllabus,we delved into the teaching materials and carefully prepared two deep teaching design cases,hoping to provide some guiding references for front-line education and teaching.