Teaching Research On Promoting Junior High School Students’ Mathematical Deep Learning From The Perspective Of The Big Concept

Mathematics Curriculum Standards for Compulsory Education(2022 Edition)clearly points out that curriculum reform advocates the formation and development of core literacy for future social and personal development needs.To cultivate students’ innovative ability and application consciousness,the core literacy is gradually formed and developed in the process of mathematics learning.Therefore,the development of core literacy needs to be infiltrated through classroom teaching.teachers should carefully design,organize and create a deep learning environment for students.research shows that deep learning is the development path of students’ core literacy.it can promote the development of students’ higher-order thinking and key abilities.at the same time,the teaching of big concept points to the development of mathematics core literacy,which has the characteristics of structure,connection and migration.Charles believes that the big concept is a statement of the core concepts in mathematics learning.Linking various mathematical understandings into a coherent whole.Schoenfeld pointed out that the big concept may help solve the tension between coverage and depth.The core issues of this study are: teaching research on promoting junior high school students’ deep learning in mathematics from the perspective of big concept.This problem is broken down into the five sub-problems:Sub-question 1:Investigation on the learning status of junior middle school students in the resettlement site of Yifu in G Province;Sub-question 2: A study on the curriculum text to promote the deep learning of junior middle school students’ mathematics from the perspective of big concept;Sub-question 3: Research on teaching strategies to promote junior high school students’ deep learning in mathematics from the perspective of big concept;Sub-question 4: Teaching research on deep learning in junior high school mathematics classroom in G province from the perspective of big concept.After clearing the research problem,through literature research,investigation,interview,case analysis and experimental research,the research is carried out.The research tools such as the questionnaire of junior high school students’ deep learning in mathematics,the outline of teachers’ interview and the test paper of junior high school students’ mathematical application ability under the direction of deep learning in mathematics are used.The research idea of this paper is as follows: first,collect and sort out the existing literature.Next,using student questionnaire survey and teacher interview to understand the basic situation of students in the resettlement school of ex situ poverty alleviation in L city,G province and the development of deep learning in mathematics.Second,the text of three versions of junior high school mathematics textbooks is studied,and the writing characteristics of different versions of textbooks are analyzed.Finally,according to the results of literature review,questionnaire survey,teacher interview and text research,the enlightenment is obtained.Combined with the characteristics of junior high school students in resettlement schools,this paper puts forward teaching strategies to promote junior high school students’ deep learning in mathematics,and carries out teaching experiments to interfere with students’ mathematics learning.Based on the analysis of literature review,questionnaire survey,teacher interview and teaching experiment,the main conclusions of this study are as follows:First,the basic level of most junior high school students in the resettlement sites for a poverty alleviation needs to be improved.Through the investigation,interview and math test results analysis,the results show that most of the junior high school students in Yifu relocation settlement have weak basic level.Reflective ability,practical ability and comprehensive application ability are deficient,and the basic level difference among students in the same class is significant.Second,most teachers’ awareness of deep learning in mathematics in ex situ poverty alleviation resettlement sites needs to be improved.Through teacher interviews,it is found that many mathematics teachers recognize the significance of mathematics deep learning to the development of students’ core literacy and key abilities,but most teachers lack the relevant educational theoretical knowledge and the implementation path of mathematics deep learning teaching.Moreover,it is believed that junior high school students in the resettlement site of Yifu relocation have a weak mathematical foundation,so they do not pay attention to the cultivation of students’ mathematical deep learning in the teaching process,so they do not learn the teaching theories and research results related to mathematical deep learning.Third,the current deep learning of mathematics in junior high school students in ex situ poverty alleviation resettlement sites needs to be promoted.The questionnaire survey shows that the main reasons affecting students’ deep learning of mathematics are poor foundation,poor reflection and summary,and insufficient investment.Therefore,the deep learning of mathematics of junior middle school students in Yifu relocation settlement is in urgent need of promotion.Fourth,the teaching strategy from the perspective of big concept put forward in this study can promote the deep learning of mathematics for junior middle school students in a poverty alleviation and resettlement sites.It can provide some teaching strategies for similar schools in G province to carry out in-depth learning of mathematics.The research highlights of this paper mainly include: First,it conducts text research on junior middle school mathematics textbooks from the perspective of big concept,analyzes the whole content to the specific content,and constructs the unit teaching path of mathematics deep learning from the perspective of big concept teaching.Second,because of the particularity of the research object selection,a middle school in L City of G Province,which has the characteristics of typical schools in poverty-alleviation relocation centers in inhospitable areas,is taken as an example to carry out the teaching research on mathematics deep learning.Third,it puts forward phased teaching strategies and collaborative teaching to deal with the particularity of the students in the resettlement schools.