| Quadratic function is an important content that runs through junior high school and senior high school.Quadratic function contains important thinking methods.However,problems such as formalization of teaching activities and shallow teaching content have emerged in the current junior high school mathematics classroom for the learning of Quadratic function,which ignores the cultivation of students’ high-level thinking and is not conducive to the formation of students’ mathematical core literacy.Based on the theory of deep learning,this paper studies the current situation and problems of teaching and learning of Quadratic function by questionnaire,designs the content of Quadratic function for in-depth teaching on the basis of investigation,and carries out the teaching practice and effect evaluation of Quadratic function through experimental research method.First of all,300 students from 9 classes of Grade 3 in junior high school in Gaomi City and three math teachers in the school were selected as the research objects to conduct a status survey.The research found that junior high school students have low intrinsic motivation,poor learning initiative,and lack of Critical thinking in mathematics learning.Through teacher interviews,research and analysis have shown that factors such as teacher evaluation methods and teaching strategies can to some extent affect students’ deep learning.Secondly,combined with the investigation of the current situation of teaching and learning of Quadratic function,based on the theory of in-depth teaching strategies,the teaching model to promote students’ in-depth learning is constructed,and four specific teaching processes are proposed,namely,the learning content of integrating meaning and connection,the learning goal of establishing the development of higher-order thinking,the design of teaching activities with real challenges,and the selection of multiple evaluation methods.Taking the Quadratic function as an example,the case is designed according to the three stages of preparation,implementation and evaluation of the in-depth teaching process.Finally,in order to test the practical effect of Quadratic function in-depth teaching,9 0 students from two classes in grade three of our school were selected for the teaching experiment,and the test subjects were randomly divided into 45 students in the experimental class and 4 5 students in the control class.Through the analysis of pre test and post test tests in practical teaching,the study found that the teaching design under deep learning not only outperforms ordinary teaching in the cultivation of knowledge and skills,but also has significant teaching effects in cultivating students’ higher-order mathematical thinking,promoting positive emotions for mathematical learning,and improving students’ knowledge transfer and application abilities compared to ordinary teaching.Therefore,teaching design under deep learning has positive significance in promoting students’ deep learning and developing their higher-order thinking to achieve teaching goals.In teaching,teachers need to optimize and design from four aspects:teaching content,teaching objectives,teaching activities,and teaching evaluation,focusing on cultivating students’ advanced thinking abilities,emphasizing the transfer and integration of knowledge,and promoting students’ deep learning. |
