Research On The Current Situation And Teaching Design Of Derivative Learning In High School Based On Deep Learning

As one of the important parts of high school mathematics,derivative is not only helpful for students to understand the concept of function and master the idea of function,but also plays a crucial role in their future study.In the learning of derivatives in senior high school,there is always the problem of "emphasizing application and neglecting concept".In the learning of senior high school,students often have problems such as unclear concept understanding,incomplete problem solving and difficulty breakthrough.Combined with teaching practice,classroom observation,literature research,thinking and summarizing the definition and characteristics of deep learning.According to the knowledge system of derivative,the understanding hierarchical evaluation model of derivative learning is designed by combining with SOLO hierarchical evaluation theory.In the process of practice,in order to understand the derivative learning status of high school students,the derivative in-depth learning questionnaire,test paper and interview questionnaire were designed.SPSS,EXCEL and other statistical analysis software were used to conduct qualitative and quantitative analysis on the derivative learning status and derivative understanding level of students.The results show that the learning state of students is unbalanced in different groups of students,and the understanding level of students is quite different in the "three aspects and four structures" of derivatives.The male students were more positive,the female students had smaller individual differences,and the male and female students had significant differences in some aspects.Science students are more active and have higher understanding level,while liberal arts students are more stable.In the first learning level(below 90 points),the second learning level(90-120 points),the third learning level(120-140 points),and the fourth learning level(140-150 points),the order of the four different learning levels of students is not stable,there is a significant difference between the students of the fourth learning level and the students of other learning levels.Based on the questionnaire survey,test paper survey and interview survey,it is found that students' learning status and understanding level of derivatives have not reached the level of deep learning.According to the problems and obstacles in the derivative learning stage of students,based on cognitive theory,psychological construction theory,mathematical understanding hierarchy theory,combined with the teaching practice in the class,the design of appropriate difficulty,clear goals,clear levels of teaching "main problems";Put forward the teaching "sub-problems" that stimulate interest,inspire thinking and depth;To build a flexible,clear and expanding "micro model" for solving problems;Creating an open and inclusive teaching "environment" featuring questioning and reflection,active learning and open and inclusive teaching can help students to enter a positive learning process.In the process of learning,by constantly deepening the understanding of the derivative,to stimulate students' own internal motivation,to achieve a virtuous circle of learning.Through the teaching practice of one semester in the class,it is found that the teaching design can not only improve students' learning status and understanding level of derivatives,but also produce positive teaching.influence,help students enhance their confidence in mathematics learning and stimulate their motivation in mathematics learning.The conclusion shows that"perspective-taking" can stimulate students' learning motivation.Active communication can maintain positive learning emotions;Multi-angle questions can break through the chaotic learning state;The construction of "scaffolding" can promote the benign learning process of students;Questions of internal relevance can enhance the depth of thinking in learning.