A Study On The Design Of Junior High School Mathematics Guidance Plan To Promote Deep Learning

Deep learning is a learning process in which learners,motivated by their own motivations,explore challenging and meaningful problem situations under the guidance of professional programs preset by teachers,thereby deeply understanding knowledge,building a knowledge network,and possessing the ability to transfer and apply knowledge.With the rapid development of knowledge and economy,the ways for learners to acquire knowledge have gradually increased.Classroom teaching in junior high schools is more focused on knowledge results rather than knowledge generation processes.The design of junior high school mathematics guidance plans has gradually deviated from the concept of guidance,and the fragmentation and decentralization of teaching content has made it difficult for students to form a systematic knowledge system of mathematics subjects,gradually moving towards shallow learning.Therefore,how to optimize the design of junior high school mathematics guidance plans and promote students’ deep learning through junior high school mathematics guidance plans is a key issue worth studying.In the first chapter,the introduction mainly introduces the research background,research purpose,research content and methods,and domestic and foreign research review.Chapter 2conducts a conceptual definition and theoretical basis study,guided by constructivist learning theory,metacognitive theory,Bloom’s educational goal taxonomy theory,and meaningful learning theory,to elaborate the theoretical basis for this study.In the third chapter,using classroom observation,questionnaire survey,interviews,and other methods,we conducted a survey of the current situation of junior high school mathematics teachers and students using learning guidance plans to carry out classroom teaching.Through the collation of relevant data,the author analyzed the existing problems and areas for improvement in the current junior high school mathematics learning guidance plans from the perspectives of teachers and students,including eight stages before,during,and after class.Before class: The learning objectives are numerous and trivial,and mainly focus on knowledge and skills goals,which are not implemented to develop students’ core literacy and promote deep learning;The effect of autonomous preview is transformed into filling in the blanks of textbook knowledge points;Lack of preschool feedback.In class: The learning summary is formalized and does not generate substantive value;Group collaborative exploration is a mere formality.After class: There are too many problem sets and the topic settings are not accurate enough.Teacher: The design of learning guidance plans and classroom collaborative exploration are separated from each other;Teachers’ awareness of deep learning and cultivation is relatively weak.Students: Students have weak learning motivation and lack learning initiative;The system of mathematical knowledge is fragmented;Weak awareness of evaluation and reflection.In response to the above existing problems,the author proposes optimization design strategies for promoting in-depth learning in junior high school mathematics from eight stages:pre class,during class,and after class.The strategies are as follows:(1)Learning objectives-based on the learning situation,based on the curriculum standards,and based on mathematical textbooks.(2)Key and Difficult Points in Learning-Intensive study of textbooks to determine students’ learning priorities,and analysis of learning situations to determine students’ learning difficulties.(3)Autonomous preview-problem-based presentation,connecting knowledge points.(4)Preschool feedback-deeply understand students’ learning situation and timely adjust classroom settings.In class:(5)Classroom inquiry-Teachers design interesting,practical,and hierarchical inquiry questions,and students independently think and cooperate to explore to implement in-depth learning.(6)Learning Summary-Build a knowledge system,deeply process,evaluate,and expand learning content;After class:(7)Compliance testing-migrating applications to consolidate in-depth learning.(8)Reflective evaluation-checking for gaps and optimizing learning methods.In the fifth chapter,the author designed an optimized design case of junior high school mathematics guidance plan based on the above strategies,and analyzed the practical effects through classroom observation and analysis,student interview analysis,and other methods.Finally,in Chapter 6,I summarize the full text,summarize the research results,and propose shortcomings and further efforts.