Action Research On The Integrated Teaching Of Primary School Mathematics Unit From The Perspective Of Deep Learning

The development of times and society demands the learning style of students.At present,there are some problems in teaching,such as design simplification,content fragmentation and process formalization.Studies have shown that deep learning and unit teaching are inseparable.Deep learning and the whole teaching of primary school mathematics unit emphasize the organic integration of learning content so as to improve the shortcomings of fragmented learning content.It emphasizes the transfer application and construction reflection of learning process so as to overcome the deficiency of formalization of teaching process.Focus on the development of learners’ problem-solving and critical understanding ability to solve the problem of students’ excessive learning burden;Deep learning and unit teaching ultimately aim at cultivating students’ higher order thinking.In a word,the implementation of unit integrated teaching effectively promotes the occurrence of students’ deep learning,and the concept of deep learning includes the idea of unit integrated teaching to some extent.Therefore,this study combines the two to explore the whole teaching of mathematics units in primary schools from the perspective of deep learning.Through literature jurisprudence,this study clarified the research status,determined the research ideas,and clarified the significance and value of the research.With the convenience of front-line teachers,this paper takes S Primary School in Jixiu City as the research object,takes the Meaning and Nature of Scores in the second volume of the fifth grade of the Human Education Edition as an example,and selects two parallel classes to construct three rounds of action research based on the paradigm of action research,namely the four steps of planning,action,observation and reflection.The first round of action research begins with unit overall instructional planning and design.Then put it into practice according to the plan.Take the key integrated course "True and False Fractions" as an example to present a complete teaching design and use it in classroom teaching.According to classroom observation and interview method,the effect analysis from the perspective of deep learning shows that these abilities have changed,but need to be improved.In the end,the author put forward some problems,such as the lack of a main line in the whole teaching content of the unit,unclear logical structure and inaccurate teaching time.The second round of action research is an adjustment and improvement based on the first round of research.Firstly,the whole teaching structure of unit is reconstructed and the whole teaching design of unit is modified.On this basis,the typical lessons are readjust,and the whole teaching of "Fraction and Division" and "Transformation of Improper Fractions" are taken as examples for practice.Then,from the perspective of deep learning,the overall teaching effect of primary school mathematics unit is discussed and analyzed.It is believed that this practice promotes students’ deep learning and is generally a good practice.However,due to the limited experience of teachers,students’ ability can be improved.The third round of action research extracted teaching strategies and design theory teaching cases.Finally,summarize the advantages and disadvantages of this study and then reflect on it,and put forward the shortcomings and achievements of this study.