A Study On The Development Of School-based Micro-courses In Primary School Mathematics Pointing To Deep Learning

Deep learning focuses on the cultivation of students’ ability to actively construct knowledge,problem-solving skills and thinking skills,and is a must for the cultivation of core literacy.With the promulgation and implementation of the three-tier curriculum management model by the state,more and more schools are focusing on school-based curriculum construction,but traditional school-based curriculum development suffers from the problems of not meeting the learning needs of all students,lack of development dimensions and difficulties in implementation.This study aims to develop class-level school-based micro-curriculums by planning,designing,implementing and evaluating them by classroom teachers,with the aim of promoting students’ knowledge and experience,knowledge and ideas,and knowledge and cultural connections,with deep learning as the guide.The preparatory phase of curriculum development.First,a literature research approach is used to review national and international research findings.This includes research on the value of deep learning,school-based micro-curriculum development and school-based micro-curriculum for deep learning,and understanding the concepts and theories related to deep learning and school-based micro-curriculum development.Secondly,a survey research method is used to understand students’ learning,learning needs and learning interests;teachers are interviewed from their experiences and suggestions on the setting of after-school service activities and school-based curriculum development.Curriculum design and implementation phase.A class of third grade students from Y School in Nancheng Township,Jinan New District,Handan,was used as the target of the study to develop a school-based mini-course by applying the mini-course school-based model.The process of curriculum development is: theme design-objective formulation-curriculum content selection and design-organisation and implementation of the curriculum-curriculum evaluation and revision.Curriculum evaluation phase.Analysis of curriculum evaluations by students,teachers,curriculum specialists and teacher colleagues,combined with students’ classroom performance,to summarise the problems with curriculum development:(1)some lack of tiered teaching;(2)insufficient student participation in curriculum development;(3)lack of flexibility in curriculum implementation schedules;(4)objectivity in curriculum evaluation needs to be improved;(5)teachers’ awareness of school-based micro-courses needs to be increased.In response to the above problems,curriculum development will be improved in five ways:(1)enhancing tiered teaching to take into account the learning experiences of students at all levels;(2)giving students more opportunities to participate in curriculum development;(3)scheduling curriculum implementation flexibly;(4)enhancing guidance on student self-evaluation;and(5)improving teachers’ awareness and capacity for school-based micro-course development.The study concludes that the development and implementation of a school-based mini-course in primary school mathematics with extended service hours after school and in-depth learning orientation can stimulate students’ interest in learning,facilitate the formation of structured knowledge,thicken their cultural heritage and achieve the development of higher-order thinking skills.