A Study On The Management Of Deep Learning Behavior In Middle School Mathematics Classroom ——Taking “One Teacher,One Excellent Class” As An Example

Deep learning to classroom teaching is an inevitable choice to transform teaching methods,deepen the teaching process,and achieve high-quality and high-quality classroom learning outcomes.In view of the fact that high-quality teaching is the active response of classroom teaching to deep learning,and mathematics plays an extremely important role in the teaching of middle school subjects,the research is carried out on the behavior management of deep learning in junior high school mathematics classrooms.First,based on Biggs' 3P theory,the influencing factors of classroom deep learning behavior,namely precondition factors,process factors and result factors,are clarified.Based on the characteristics of mathematics deep learning and with reference to the implementation recommendations of the junior high school mathematics curriculum standards,a deep learning behavior observation scale for junior high school mathematics classrooms was designed.Secondly,using the observation method,taking the eighth grade mathematics "one teacher and one excellent course" as the research object to observe,It is found that the students' deep learning behavior in mathematics classroom shows a trend of deepening from the learning premise to the learning process and then to the learning result.But there are also some problems: in the learning premise stage,the learning experience is insufficient,and goal understanding focuses on knowledge acquisition;in the learning process stage,the investment in metacognitive strategies is less reflected,and the participation of the learning subject is insufficient;in the learning outcome stage,cognitive development is less reflected Evaluation reflection and innovative practice,interpersonal development has a single form of expression,and self-development reflects less humanistic quality.Then,taking the performance of learning behavior as a clue,analyzing the current situation of teachers' teaching management and reflecting,and found three problems: first,in the management concept,the teacher's guidance is emphasized,and the subject interaction management is insufficient;the focus is on knowledge acquisition,and the transformation of learning methods is ignored.Second,in terms of the implementation of the teaching management process,the learning premise management tends to focus on the acquisition of learning experience and goal guidance;the application of teaching strategies in the learning process management is simplistic,and the metacognition is insufficient;the learning outcome management has the problems of lack of innovation in teaching design and insufficient development of key abilities.Third,there is a lack of continuous and effective teaching evaluation and feedback,as well as teaching improvement on this basis.Finally,the research puts forward specific optimization strategies for the management of deep learning behaviors in junior high school mathematics classrooms from three aspects: updating in-depth teaching management concepts,optimizing in-depth teaching management strategies,and strengthening in-depth teaching feedback and evaluation.The purpose is to provide certain methods and guidance suggestions for transforming classroom teaching methods,optimizing classroom teaching management,and realizing in-depth learning in junior high school mathematics classrooms.