Research On The Unit Integral Teaching Design Of Junior Middle School Mathematics Triangle Oriented To Deep Learning

Deep learning means that learners maintain a skeptical and critical attitude,explore challenging content through independent thinking and active participation,and obtain the improvement of thinking and the development of problem-solving ability in specific learning situations.The unit integral teaching design takes the student as the main body,analyzes the curriculum standards,teaching materials and students’ learning situation as a whole.The unit integral teaching design improves and optimizes the content of the unit learning continuously,and designs each link of the teaching process as a whole,so as to promote learners’ in-depth and systematic learning.As the core content of junior middle school mathematics,the triangle is simple but contains some geometric properties,which is the basis of further study of Quadrangle,Circle,triangle function and so on.In order to promote the students’ deep learning,this research takes the junior middle school mathematics triangle as the content,carries out research on the unit integral teaching design.This research mainly completes the following works: Firstly,with reference to the framework of deep learning capability proposed by the National Research Council Panel and in combination with the suggestions of junior middle school math teachers,this paper compiled a set of questionnaires to understand the triangular learning situation and deep learning status of junior middle school students.And this paper has compiled a set of teacher interview outlines from four dimensions to understand the current situation of the unit integral teaching design of mathematics.Secondly,based on the survey results,this research carries out the unit integral teaching design of mathematics and combs the core content of junior middle school mathematics triangle.Thirdly,this paper conducts the unit integral teaching design of the "similar triangle" unit and carries out teaching practice activities.In order to understand the effect of carrying out the unit integral teaching design of the mathematical unit on improving the deep learning level of junior middle school students,this research uses the methods of post-test papers and interviews.Through the analysis of the post-test data obtained:(1)On the whole,the students in the experimental class and the control class show very different performance in the“Similar triangle” deep learning,the experimental class students master better.(2)From the perspective of SOLO structure,the control class is inferior to the experimental class in answering questions at different levels of knowledge structure,and the students of the experimental class have a higher level of in-depth learning.The results of interviews with teachers and students in the experimental class show that: Students in the experimental class learn mathematics more enthusiasm and initiative,they like to study and think,and gradually develop the habit of reflection and summary.Their emotional attitude,knowledge construction,criticism and questioning,reflection and promotion in deep learning have been improved significantly.