A Study On Mathematics Classroom Participation Of Senior Primary School Students From The Perspective Of Deep Learning

With the development of the knowledge society,cultivating modern talents with high quality and sustainable development has become a new vision for educational development.Deep learning responds to the requirements of the times,emphasizing the cultivation of students’ key abilities and core qualities,and has become the focus of reform in the field of education.According to the requirements of deep learning,high investment,and high participation,reviewing the current senior math classroom in primary schools,it is found that there are still superficial and formalized problems in students’ classroom participation,which restricts their overall development.Therefore,this article focuses on the participation of senior primary school students in mathematics classroom,attempting to use teaching practice to respond to the inherent needs of deep learning.This study aims at the research question of "What kind of classroom participation in mathematics in senior primary schools can promote deep learning".Based on the theory of deep learning,questionnaire survey,interview method,and classroom observation method are used as research methods.A questionnaire survey is conducted among fourth and fifth grade students in Yantai X Primary School,and SPSS23.0 is used for data analysis.Then,six students were selected based on their grades,grades,and gender,and six math teachers were selected based on their professional titles for semi structured interviews.A one-month classroom observation was conducted in the internship class to obtain the qualitative data required for this study.The results of the study are as follows: First,as far as the current situation is concerned,senior primary school students’ mathematics classroom participation from the perspective of deep learning focuses on superficial forms.Although the overall score of students’ mathematics classroom participation is high,after specific analysis of the three dimensions,it is found that there is still a distance from reaching the level of classroom involvement in deep learning.Secondly,the primary school senior students’ mathematics classroom participation does not reach the level of deep learning,mainly due to the following issues: First,in terms of behavioral participation,there are problems such as the solidification of the participating population,and the imbalance of discourse power in group discussions.Secondly,in terms of cognitive participation,there are problems such as low levels of transfer application and poor awareness of self reflection.Finally,there are issues such as weak intrinsic motivation and one-sided values in emotional participation.Thirdly,based on questions,qualitative data,and relevant literature,the factors of mathematics classroom participation of senior primary school students from the perspective of deep learning are divided into four aspects:personal factors,teacher factors,interpersonal relationships,and teaching environment.Fourth,This study proposes optimization strategies for improving the participation of senior primary school students in mathematics classroom from the perspective of deep learning.It is recommended to work together from four aspects: improving teaching strategies,optimizing teaching processes,improving classroom evaluation,and building a harmonious classroom to encourage students to fully participate in mathematics classroom and improve their level of deep learning.