Research On Mathematics Unit Teaching In High School Towards Deep Learning

In today’s world,the competition for comprehensive national power is ultimately the competition for innovative talents,and high school mathematics education is of great value in cultivating students’ innovative ability and logical thinking ability.Deep learning can change the shortcomings of traditional teaching,which emphasizes knowledge but not ability,and promote students’ learning in an independent constructive way to enhance their higher-order thinking ability and core literacy.The implementation of deep learning cannot be achieved without a holistic design strategy and a structured knowledge system.The “unit design” uses holistic and systematic thinking to integrate and organize the unit learning content in a logical way,which is conducive to improving students’ core mathematical literacy and developing their ability to apply what they have learned to solve complex problems.This study mainly adopts literature,questionnaire and interview methods.Through literature analysis,the current status of research on deep learning and unit teaching theory was sorted out and core concepts were defined.A sample of 320 high school students was selected to conduct a questionnaire survey on deep learning in mathematics in four dimensions: learning motivation,knowledge construction,understanding integration and transfer application.Twelve high school mathematics teachers were selected to conduct interviews to understand the current situation of high school mathematics teachers’ unit teaching.The survey showed that: students have difficulty in meeting the requirements of deep learning,especially in knowledge construction,comprehension integration and transfer application;teachers generally pay attention to teaching standard answers to high school exams,and do not pay attention to guiding students in deep learning and unit teaching design,and lack corresponding specific operational strategies.Based on research findings,this thesis designs a model for teaching mathematics in high schools that aims at deep learning based on the support of deep learning theory and the current situation of unit teaching,and gives the specific implementation process of this model: to clarify the core knowledge of the unit and to determine the theme of the unit;to determine the theme of the unit from both a “teaching” and a “learning” perspective for the students.The objectives of the unit are determined from the point of view of developing students’ higher-order thinking;the process of the unit is designed from the point of view of students’ comprehensive participation;the “teaching of the teachers” and the “learning of the students” are analyzed from the point of view of comprehensive learning.The process of the learning unit was designed from the perspective of deep student participation while it was designed around deep learning and continuous assessment and reflection of students’ “teaching” and “learning”.In this thesis,the unit of high school textbook “Complex Numbers” was selected to give a teaching example on complex numbers that indicate deep learning to provide a reference and help for the unit teaching design of front-line high school mathematics teachers.