The Empirical Research On Technology Promoting Deeper Learning In Math. Subject In Primary School

At present,the state has given a large amount of manpower,material and financial resources to the research and practice of educational informatization.However,whether it has really promoted the development of learners,school education has not fully given positive feedback.The mathematics in primary school is one of the core components in school education,and its learning quality has been paid close attention to by researchers and practitioners.The study focuses on the core content of "technology promoting deeper learning",and tries to solve three problems.Firstly,How to characterize the quality of deeper learning on mathematics in primary school? Secondly,how does technology promote deeper learning on Math.in primary school? Thirdly,what is the mechanism for technology to promote deeper learning on Math.in primary school ?The research mainly uses 5 research methods: literature research,quasi-experimental research,experimental research,questionnaire and interview.For the above three research questions,the research has gone through four stages:Part 1 Literature Review.In the stage,the study establishes research questions,research methods,research pathes,research framework and so on(introduction),clarifies the status of research at home and abroad about CTCL researcner-centered design and deeper learnning and the logical relationship beth paradigm,between the three(Chapter 1).Part 2 Diagnostic Study.In the stage,the study uses the existing scales,focuses on the learning strategies and cognitive structure on Math.in primary,and developes the visual system and diagnosis the deeper learning quality on pupils,provides assessment tools and methods for the empirical research.(Chapter 2).Part 3 Empirical Research.In the stage,Using quasi experimental and experimental research,3 classroom experiments were conducted in different grades in different levels schools.Each experiment lasted 1 hour ervery day for 1 month.the study analyzes and compares the data about academic achievement,learning strategies,cognitive structure,eye-movement,ERP EEG,learner attention and the interdependence relationship between learners.As follows: through multivariate exploratory experiment,the study establishes the two main effect variables — "learning content" and "learning style"(Chapter 3);which has a univariate verification experiment on the "learning content",which is embodied in the "learning content constitutes and its digital resource presentation";which embodied in the "personalized-cooperative" learning by the univariate verification experiment on the "learning style"(Chapter 4).Part 4 Paradigm construction and theoretical summary.In the stage,according to the empirical research,the study sumses up and summarizes the operational paradigms of deeper learning in primary school on mathematics.As are included: the "4S" learning content structure,UDA curriculum reconstruction framework,S-DIP resource representation,and CRF resource development model for "learning content";the PCL design prototype and PCL model for "learning style"(Chapter 5).Then this paper analyzes the deeper learning process model S-ACIG,summarizes the mechanism of the technology to promote the deeper learning in class(mathematics),and constructs the practical framework of the classroom learning(Chapter 6),and sums up the conclusions of the study,achievements,disadvantages and the next step plan(conclusions and outlook).Aiming at the above three problems,The study draws the following conclusions: in the first place,cognitive,physical and learning psychology are the joint characterization of deeper learning.Next,through the following four aspects to promote deeper learning on mathematics in primary school: "4S" learning content and "S-DIP" resources presentations promote the diversification representation of knowledge;"personalized-cooperative" learning improve socialization based on personalization.In the end,"the transformation between data and shaps in distributed interaction" is the mechanism of technology to promote the deeper learning in class.The empirical research occured in different grades in different levels schools,and the experimental group have gained significant development in three aspects of cognitive,physical and emotion.So operation paradigm can be popularized,and the research achievements enrich the theory and practice of technology promoting deeper learning.