Study On Teaching Strategies Of Computational Principle In Upper Primary Mathematics Under The Perspective Of Deep Learning

Computational principle is the origin and root of computing.It is an important vehicle for nurturing students’ core mathematical literacy,developing higher-order thinking and integrating the knowledge system of arithmetic.As the curriculum reform of basic education continues,more and more front-line teachers have gradually changed their previous teaching style of "emphasising algorithms over computational principle" and have begun to pay attention to the importance of computational principle in the teaching of computing,trying to use different methods to guide students to understand computational principle and master algorithms.However,computational principle is still difficult to teach and difficult to learn.The concepts of critical understanding and information integration advocated by deep learning have implications for the teaching of computational principle in upper primary school mathematics and provide a new perspective for improving the teaching of computational principle.In view of this,this study adopts literature,interview,observation and case study methods in an attempt to clearly explain the basic theories of teaching computational principle in primary school mathematics from the perspective of deep learning,and to distil and summarise practical and effective strategies for optimisation based on research studies.The main contents are as follows:The first part is the introduction.This part explains the problem and the purpose and significance of the study,reviews the relevant research on deep learning and computational principle teaching,it also defines the core concepts of "deep learning","computational principle and computational principle teaching",meanwhile outlines the ideas and methods of the study.The second part is about deep learning and the teaching of computational principle in primary school mathematics.It begins with an explanation of the implications and qualities of deep learning and the connotations and characteristics of teaching mathematics computational principle in primary schools,and explores the links between deep learning and the teaching of mathematics computational principle in primary schools,and to clarify the need and possibility of including the computational principle teaching of mathematics in primary schools in the context of deep learning.The third part is about the basic theories of teaching mathematical computational principle in primary schools in the context of deep learning.Based on the previous chapter,this part reveals the connotations,characteristics,meanings and values of teaching mathematics computational principle in primary schools in the context of deep learning.The fourth part is a survey of the current situation of teaching computational principle in the upper section of T primary school mathematics in the context of deep learning.This study uses interview and observation methods to investigate the current situation of the teaching of computational principle in the upper section of primary school mathematics in terms of teachers’ conceptions,content,methods and processes of teaching computational principle,and to analyse the existing experiences and problems of teaching computational principle in the upper section of primary school mathematics from the perspective of deep learning.At present,front-line teachers generally attach a high degree of importance to the teaching of computational principle,emphasising the use of intuitive operations and the integration of number and shape in the teaching of computational principle,and paying attention to reasoning in assessment to make thinking visible.However,there are still problems with the teaching of computational principle in the upper levels of primary school mathematics,such as a shallow understanding of the essential features of computational principle,a lack of integration of computational principle knowledge structures,excessive control of the computational principle inquiry process,a preference for intuitive representations of computational principle,and the single way and subject for computational principle assessment.The paper concludes with an analysis of the causes of the existing problems in the teaching of upper-level computational principle at three aspects: society,teachers and students.The fifth part is about the optimisation of computational principle teaching strategies in upper primary school mathematics in the context of deep learning,and uses case studies to support the optimisation strategies,including strategies for deepening computational principle teaching objectives,integrating computational principle teaching contents,deeper investigation of computational principle,extensive transfer of computational principle and continuous evaluation of computational principle.The sixth part is the concluding remarks.This part reviews and reflects on the whole research process,points out the shortcomings of this study in terms of sample selection,depth of analysis and strategy optimisation,and then looks forward to further study.