A Study On The Design Of High School Mathematics Unit Assignments Based On Deep Learning

The General High School Mathematics Curriculum Standards(2017 Edition Revised 2020)clearly states that the cultivation goal of general high schools is to further improve the overall quality of students and focus on developing core literacies,so that students have ideal beliefs and a sense of social responsibility,scientific and cultural literacy and lifelong learning ability,and the ability to develop themselves and communicate and cooperate.The development of these skills cannot be achieved through classroom teaching alone.As a meeting point between teaching and learning,homework can not only help students consolidate classroom knowledge,reflect and discover problems,but also be an important medium of communication between teachers and students,so the design of homework plays a very important role in promoting students’ in-depth learning and constructing a knowledge content system.Based on the above background,this paper examines the following three aspects:(1)students’ mathematics homework in the learning process;(2)the principles and specific processes to be followed in designing mathematics unit assignments based on the findings;(3)the design strategies and processes for designing high school mathematics unit assignments based on deep learning.In order to study the above issues,a review and analysis of the relevant literature was conducted,and some senior high school students in a key high school in K city of Henan Province were selected as the target population,and the questionnaires were analysed by means of questionnaires and text analysis methods using mathematical statistical software.The textual analysis was carried out on the chapter assignment of "Graphs and Properties of Trigonometric Functions" assigned by a teacher,and a survey on the design of the assignment was conducted by 34 teachers who were engaged in teaching in the first year of high school.The student questionnaire survey revealed the following problems in students’ mathematics homework in the context of deep learning:(1)some students are not highly motivated to learn.Most students have a positive and serious attitude towards mathematics homework,but there are some students who are forced to complete homework passively because of the strict requirements of their teachers or to cope with parental checks.(2)Some students have a weak ability to integrate knowledge.With the interference on the topic,some students are unable to find a suitable solution to the problem and thus cannot apply what they have learned to their mathematics homework.(3)There are students who do not treat their corrected homework properly,who are only concerned about what is right or wrong,who do not look for the reasons for their mistakes,and who have a weak sense of reflection.The analysis of teachers’ questionnaires and actual homework texts reveals that mathematics teachers have the following problems in homework design:(1)some teachers are not competent in homework design.Most teachers attach importance to the value of mathematics homework,but there are cases where some teachers supplement their homework with ready-made exercises from teaching materials in addition to textbook homework,without the necessary screening and adaptation.(2)Some teachers have a weak sense of designing homework at different levels.Although the first factor that most teachers consider when designing homework is the students’ ability and attitude to complete the homework,there are fewer teachers who assign mathematics homework in a differentiated manner according to the different learning levels of their students,which is not conducive to the teaching of students according to their abilities.(3)In the context of teachers’ heavy daily teaching workload,some teachers have a single way of correcting homework.The most common way of correcting work is to give a grade or to annotate "right" and "wrong" directly,which is not conducive to students’ reflection in the context of deep learning.Based on the theory of deep learning and the problems found in the study,this study proposes principles for the design of unit assignments to promote students’ deep learning.This study proposes a design process for using unit assignments to promote students’ deep learning based on the DELC deep learning pathway proposed by Eric Jens Le Ann Nickelsen,an American educational reform expert.The design process is based on three stages: design preparation,design and assignment,and design evaluation.Based on this,specific strategies for the design of high school mathematics unit assignments based on deep learning are given:(1)clarify the objectives of homework and grasp the material as a whole;(2)create homework situations to encourage transfer and application;(3)set up a gradient of levels to inspire deep thinking;(4)enrich the form of homework to develop higher-order thinking;(5)focus on multiple assessments to help students develop.The design of the unit assignments is based on the concept and properties of functions as an example.