Research On Conic Problem-Solving Teaching Based On Deep Learning

With the orderly advancement of curriculum reform,teaching has gradually changed from high-efficiency knowledge imparting to focusing on the development of students’ core literacy.Although the curriculum reform has achieved obvious results,but,as the core content of mathematics education,problem-solving teaching what play a role in developing students’ higherorder thinking and key abilities still cannot get rid of the shadow of exam-oriented education.Conic section knowledge as a key content in the high school mathematics,it can effectively cultivate students’ core qualities such as intuitive imagination,logical reasoning and mathematical operation,develop students’ key abilities such as information processing,information integration,transfer and apply capability,and promote students’ higher-order development of thinking and cognition.Therefore,to construct the teaching strategy of conic curve problem-solving based on deep learning theory becomes particularly important.Based on deep learning theory,this paper takes conic curve teaching in analytic geometry as the carrier,to discuss in detail of the deep learning level of students’ conic curve learning and the current situation,existing problems and teaching strategy of deep learning of students’ conic problem solving.It is hoped to provide some reference for conic curve problem-solving teaching in senior high school.Firstly,the literature review method is used to review and sort out the relevant literature that about deep learning theory and conic curve problem-solving teaching.From the perspective of deep learning,defined the concept and characteristics of mathematical deep learning,and expounds the value of problem-solving teaching and the value of promoting students’ deep learning.Secondly,using Delphi method,the evaluation standard of conic deep learning of students is reasonably established.At the same time,the depth learning level of the students was examined in combination with the test papers.Finally,the questionnaire and interview outline are reasonably formulated with the method of investigation and research.To understand the current situation of students deep learning and teaching in conic curve solving class.It is found that there are the following problems in problem-solving teaching at present: Students lack enthusiasm and initiative in mathematics learning,lack of "Essential Understanding" in problem-solving teaching,students lack the ability to transfer and apply knowledge,teaching excessive follow " Exam-oriented " and single teaching evaluation.In view of the above problems,combining the theoretical basis and starting from different teaching stages,this paper summarizes the teaching strategies to promote senior high school students to realize deep learning in conic curve problem-solving teaching class.In the teaching preparation stage: overall planning,clear teaching objectives;Focus on teaching objectives and increase the effectiveness of topic design.In the state activation phase: create related situations to stimulate students’ intrinsic motivation for learning;dig the core of the problem,deepen the first leap in the process of students’ understanding.In the stage of deep processing: setting up reasonable variant problem,promote the students the second leap in the process of cognition;give students immediate evaluation and promote students’ explicit thinking;use scientific culture,sublimate mathematics knowledge value.In the evaluation and reflection stage,the evaluation criteria are optimized to drive students into deep reflection;build a teacher reflection system,promote the teachers’ teaching reflection.Finally,through the differential teaching practice of setting experimental class and control class,it shows that the teaching strategy of conic curve problem solving based on deep learning is not only feasible,but also effective.It provides practical reference for implementing problem solving teaching in senior high school with the help of "deep learning".