Research On Teaching Strategies For Seventh Grade "Numbers And Algebra" With A Focus On Deep Learnin

In 2021,China implemented the "double reduction" policy.Light burden and efficient teaching has become the goal of classroom teaching,and changing teaching methods has become the central topic of teaching reform.Therefore,deep learning has attracted wide attention.Taking the students in Grade 7,the connecting period between primary school and junior middle school,and the content of "number and Algebra" as an example,this paper aims to study the classroom in-depth learning of "number and Algebra" in Grade 7,and put forward some teaching countermeasures to help change some traditional teaching methods that may exist in the current front line and effectively improve the teaching quality.First of all,by collecting domestic and foreign information related to the seventh grade "Numbers and Algebra" and deep learning from CNKI,and arranging and analyzing,the learning characteristics of the seventh grade "Numbers and Algebra" and the characteristics of deep learning are obtained.The questionnaire design and the outline of the interview draft about the current deep learning situation of the seventh grade "Numbers and Algebra" are obtained.Then,the current situation of deep learning of seventh grade students in a school is investigated,and the possible problems in the current teaching and learning process are summarized.Combined with the characteristics of deep learning and related deep learning models,it is concluded that the seventh grade "number and algebra" The deep learning model evolves from the model deep learning strategies in classroom teaching: in the introduction stage,stimulate students’ interest in learning by stimulating multiple senses;in the explanation stage,focus on the connection between old and new knowledge;in the consolidation stage,promote knowledge systematization;in application In the stage of summarizing,use tools to organize knowledge and form a knowledge framework;in evaluation,focus on the learning of the evaluation process,and pay attention to the cultivation of students’ innovative thinking.Finally,through one-semester experiment control,the results of the experimental class were significantly higher than those of the control class,and the teaching strategies were further improved according to the experimental results.