Research On Instructional Design Of "Mathematical Modeling Activities" In Senior High School Based On Deep Learning

With the promotion of the new curriculum reform,mathematical modeling has been widely introduced into the high school mathematics curriculum and has become an important part of the core literacy system of mathematics.At present,the new textbook has set up the topic of "Mathematical Modeling Activities",and the teaching of mathematical modeling oriented by core literacy has attracted much attention.As an important path to implement core literacy and an inevitable choice for teaching reform,deep learning provides good support for the practice and development of mathematics education.Therefore,deep learning can contribute to the improvement of mathematical modeling teaching and learning,and it is necessary and urgent to research the instructional design of "Mathematical Modeling Activities" in the context of deep learning.In this paper,based on the review of the current status of research on deep learning and secondary school mathematical modeling education and the elaboration of related concepts and theoretical foundations through literature analysis,we conducted an empirical investigation on the current situation of teaching and learning of "Mathematical Modeling Activities" in high school through questionnaires and interviews,and found the following problems: 1)The overall mathematical modeling teaching effect is poor;2)Students’ mathematical modeling ability has not been sufficiently improved;3)Students’ mathematical modeling experience is generally insufficient;4)Mathematical modeling teaching cases are not yet constructed;5)There is relatively little theoretical guidance on mathematical modeling;6)Mathematical modeling instructional design still needs to be optimized.After that,with the problem as the guide,we analyze the feasibility of applying deep learning to the teaching of "Mathematical Modeling Activities",propose the basic principles of instructional design,form an overall framework of instructional design with "problem formulation and solution" and "teaching activity design" as the main subjects,and give implementation strategies: 1)Select contextual materials and strengthen the connection between knowledge and tasks;2)Emphasize the cultivation of thinking and promote the construction of activities and experience carriers;3)Emphasize deep interaction and promote students’ participation in learning tasks;4)Deepen technology empowerment and promote the integration of models and information resources;5)Focus on the generation of experience and comprehensive ability by closely following the subject research;6)Guide induction at the right time and focus on the improvement of "re-creation" level.In order to enhance the guidance and operability of instructional design essentials,two topics were selected to construct instructional design cases based on the comparison of teaching materials.According to the ideas of "what","how","how to do" and "how to do it",this research is promoted as follows: 1)The initial mission of using deep learning to promote the teaching optimization and core literacy implementation of "Mathematical Modeling Activities" is clearly defined for "what";2)It is urgent for educators to enhance their sense of mission to understand the instructional design cases of "Mathematical Modeling Activities" in the embryonic stage or lack through investigation around "how";3)Form the instructional design countermeasure of "Mathematical Modeling Activity" according to "how to do" and enhance the confidence of optimizing mathematical modeling teaching;4)Practice the initial mission by constructing the instructional design case of "Mathematical Modeling Activities" around "how to do it".This research not only broadens the content scope of deep learning applied to mathematics teaching,but also expands the theoretical support of mathematical modeling teaching,serves the instructional design and implementation of "Mathematical Modeling Activities" at this stage,and promotes the optimization of mathematical modeling classroom teaching and the generation of educational values.