Research On High School Mathematics Concept Teaching From The Perspective Of Deep Learning

Nowadays,the new curriculum reform is undertaken popularly,teachers’ educational concept has changed as the proposal of core literacy in particular,beginning from a single,mechanical instillation of book knowledge to promote the development of students’ abilities on the basis of a deep understanding of knowledge.However,at present,high school mathematics concept teaching still exists "shallow" and "scattered" problems."Shallow" means that students study a large number of problem-solving training of the concept,lack of in-depth understanding of the content,they don’t think deeply and only pursue one-sided formal expression.Simple memory,imitative training and problem solving occupy most of leaning time,which also causes poor emotional experience of students’ learning activities."Scattering" means that the scattered concepts have not been connected,just like pearls scattered randomly,which cannot make students establish internal connection of knowledge and achieve structuring,though it’s difficult to improve students’ comprehensive quality.It can effectively change the "shallow" and "scattered" problems in mathematics concept teaching if that deep learning theory is integrate into mathematics concept teaching,and let the students study from the shallow level to the deep level.This paper researches with literature research method,questionnaire survey method and interview method.To know the level of deep learning ability of high school students’ mathematical concepts,and to find out the students’ better ability and the ability to be improved.To know that high school students acquire mathematical concepts level from the perspective of thinking,found that most of the students can reach the shallow learning level,but only less than 40% students can reach the level of "abstract extended structure",that is,deep learning level 2.Finally,it found problems from two aspects of teachers and students: teachers don’t know much about deep learning theory;they use traditional teaching methods to explain knowledge points in a single way,which didn’t connect with practical life;they pay more attention to "knowledge" than to students,and students have few opportunities to explore independently;nearly half of the students still use the shallow learning method,they are less autonomous and can’t reflect,and their learning style is monotonous and inefficient.In order to solve these problems,this study puts forward teaching strategies for teachers:pre-evaluation of students;to activate pre-concept,create suspicious situation,and to facilitate meaningful learning of conception;using the series questions teaching to stimulate students’ thinking and promote the deep build of Math conceptions;giving students the real thinking space to generalize,discriminate,excavate the connotation and extension of the concept;to provide a wealth of variant materials to promote the depth of mathematical concept learning;to use thinking visualization tools flexibly;permeating mathematical thought and method to promote the deep learning of mathematical concepts.And students’ learning strategies: independent preview thinking,familiar with mathematical concepts;cultivating the habit of reflection and promote the level of deep learning.