A Case Study Of "Deep Teaching" In High School Mathematic

General high school mathematics curriculum standard(2017 edition)transforms the original "three-dimensional goal" into "core literacy",which puts forward that students should not only pay attention to the mastery of knowledge and skills,but also pay attention to the formation and development of the core literacy of mathematics.The goal of deep learning is to focus on the cultivation of students' higher-order thinking ability and the complete construction of knowledge,so as to improve their ability to solve mathematical problems.Although the new curriculum reform has been carried out for many years,the "shallow level" and "fault type" teaching phenomenon still exists,and how teachers implement the students' development of core literacy and higher-order thinking ability has become one of the important topics of educators' research.Based on this,the problems existing in the teaching of simple geometric properties of conic curves are investigated and experimented.Through in-depth analysis of the problems in the learning of simple geometric properties of conic curve,this paper designs the teaching process of deep learning,and provides reference for the teaching of conic curve in high school mathematics.The process is as follows:(1)Through literature analysis,domestic and foreign views on deep learning are studied,the research context is clarified,and the concept and characteristics of deep learning are defined.(2)Through the questionnaire test to understand the high school students' learning of simple geometric properties of conic curve,find out the lack of core literacy of high school students;Then,the front-line teachers were interviewed to understand their understanding of deep learning and their teaching suggestions.(3)With the help of the test,find out the problems existing in students' learning of simple geometric properties of conic curve,analyze the causes combined with the teacher interview,and put forward some suggestions.(4)Combined with the suggestions,with the DELC route as the guide to design in-depth teaching process;(5)carry on the teaching practice of a class in the second year of high school,with the help of the case analysis method to follow up the investigation.The main conclusions of the study are as follows:1.The problems of students before the teaching experiment include :(1)In the simple application of simple geometric properties of conic curve,the single and multiple SOLO classification levels of most students account for about 50%,which is reflected in the lack of complete knowledge network;(2)The relevance level of most students only accounts for about 35% in the comprehensive improvement,and the number of students in the second or third level of SOLO classification is not high,because they lack critical thinking and are not good at changing their thinking;(3)Most of the students in extends associated with abstract development level accounted for less than 30%,SOLO classification level is generally low,embodied in students' lack of transfer application knowledge ability in complex scene;(4)In different levels of problems,as the problem level increases,less students study in depth of thinking level,shallow thinking level number to learn more.Students do not have clear learning motivation,negative learning attitude,not good at cooperation and communication are the main reasons.2.After the teaching experiment,the students concluded that :(1)The level of thinking about the simple geometric properties of conic curve has been improved to different degrees in all dimensions.Among them,in the expansion and extension of hyperbola and parabola,the number of students' thinking increased from the multivariate level to the level of correlation structure was large,accounting for about 40% of the test students.On the whole,students have a good development in SOLO classification thinking level,and their thinking mode and thinking flexibility are gradually improved,which proves the effectiveness of the investigation and experimental research.(2)Although the students' thinking level has been improved through continuous training,their thinking has been improved slowly.Only one-ninth of the questions can improve the two thinking levels in a short time,indicating that it is difficult to achieve the goal in a short time across multiple thinking levels,and planned long-term training is needed to have a chance to achieve the goal.3.The causes of teachers' classroom problem teaching :(1)Lack of variable development training for students' thinking,which leads to great resistance to the improvement of students' thinking level.(2)One-sidedness in teaching,ignoring the spiral-upward characteristics of thinking level;(3)The mechanical teaching neglects the cultivation of students' mathematical core literacy,and the SOLO classification level stays at a low level.