Research On The Teaching Practice Of Mathematics Concepts In Secondary Schools Based On Deep Learning

Since the new curriculum reform of basic education,the concept of education has also been continuously innovated,from "double-base" as the guide,to "three-dimensional teaching objectives" as the guide,and then to promote the development of students' core literacy as the main purpose.Mathematical concepts are the basis of all mathematical activities,and differences in students' understanding and application of mathematical concepts determine the differences in mathematical literacy.Deep learning is designed to promote the development of higher-order thinking and higher-order abilities in students,so it is necessary to introduce deep learning theory into mathematics teaching.This thesis uses literature research methods,questionnaire methods,interview methods,and experimental research methods to focus on how to promote deep learning of mathematical concepts in high school students.The thesis is mainly divided into three parts:First of all,the current situation of deep learning of mathematical concepts in high school students is understood through questionnaire surveys,and the factors affecting the deep learning of mathematical concepts of high school students are analyzed based on interviews with teachers.On the basis of sorting out and summarizing the research status of deep learning and mathematical concept,according to the framework of deep learning ability,a questionnaire on the current situation of deep learning of mathematical concepts of high school students was compiled,and through questionnaire analysis,it was found that the level of deep learning of mathematical concepts of high school students was relatively general,and there was no obvious difference in grade and gender,but the better the students' mathematical performance,the higher the level of deep learning of mathematical concepts.Based on the results of the questionnaire survey and teacher interviews,it can be seen that students' knowledge integration ability,problem solving ability,critical thinking and metacognitive level,as well as teachers' teaching methods and evaluation methods all affect students' deep learning.Based on this,this thesis proposes teaching suggestions to promote students to achieve deep learning of mathematical concepts.Secondly,a teaching model of high school mathematics concepts based on deep learning is constructed.According to the deep learning route proposed by Jensen and Nickelelsen,the four stages of concept formation,namely concept introduction,concept construction,concept deepening and concept evaluation,are integrated,and the high school mathematical concept teaching model is constructed,including "preparing for deep learning","activating advanced knowledge","activate prior knowledge","deep processing knowledge" and "evaluation and reflection".Finally,through teaching practice,it is verified whether the teaching model can promote deep learning for students.Taking two classes with no significant difference in deep learning level and mathematics scores as the experimental class and the control class.Standard equations of ellipses and geometric properties of ellipses were selected as teaching contents to carry out teaching practice,and the post-test results of deep learning level of the two classes were compared and analyzed.The results show that the teaching model of high school mathematics concepts based on deep learning can promote students' deep learning and improve students' deep learning ability to a certain extent.