High School Mathematics Teaching Design Pointing To Deep Learning Strategy Research

Since the full implementation of the basic education curriculum reform in my country in the 21 st century,the teaching concepts,teaching methods,teaching strategies and evaluation methods of most school teachers have undergone significant changes,but many mathematics teachers still have a lot of confusion in mathematics classroom teaching.One of the main reasons is that mathematics teachers’ preparation and quality of mathematics teaching design are not high,that is,teachers’ mathematics teaching design is in the interpretation of curriculum standards,the analysis of teaching materials,the understanding of learning situation,the formulation of goals,the control of processes,There are formal,empirical and shallow phenomena in the selection of methods and reflection on effects,which lead to the inefficiency of mathematics teaching quality.Therefore,how to improve the quality of mathematics teaching by improving mathematics teaching design has become a common concern of the academic community,and related research has shown that mathematics teaching design directed at deep learning is an important way to solve many problems,and it is very important for the development of students’ core mathematical literacy.It is of great significance to improve the teaching quality of mathematics education.The research focuses on the main question of "how to implement the deep learning-oriented high school mathematics instructional design strategy",and what is the factual basis for the construction of the deep learning-oriented high school mathematics instructional design strategy? What are the influencing factors? What is the pattern flow? What are the specific implementation suggestions and other issues,mainly using the method of literature research,questionnaire survey,teacher interview,and text analysis,to investigate and analyze the current situation of mathematics learning of high school students in P City,Gansu Province,the current situation of high school mathematics teaching design and the influencing factors.The results of the current situation survey show that:(1)The current situation of mathematics learning of high school students belongs to the middle level,and the scores of students in the dimensions of transfer application and higher-order thinking are low,which indicates that students cannot evaluate and reflect on their own learning situation well;(2)The current situation of the teaching design of high school mathematics teachers shows a good development trend.The level level of dimensions such as the status quo of reflection and reflection is higher,while the level of curriculum standards implementation is lower;(3)From the perspective of influencing factors,including external factors and internal factors,external factors mainly involve majors.Teacher training,the school’s evaluation system,the school’s environmental culture,and teaching hardware facilities,etc.;internal factors mainly involve students’ intrinsic learning motivation,higher-order thinking ability,teachers’ educational and teaching concepts,their own factors,and learning situation analysis methods.Based on the theoretical orientation of deep learning,this study combs the theoretical basis and basic principles of the construction of deep learning-oriented high school mathematics instructional design strategies.Combined with the actual basis of the investigation,this research further proposes a deep learning-oriented high school mathematics instructional design strategy.The model process,that is,the design preparation stage,the design development stage,the design evaluation stage,etc.,provides a theoretical paradigm and practical guidance for the design of high school mathematics teaching.In view of this,the implementation suggestions of high school mathematics teaching design strategies for in-depth learning are put forward,namely: ingeniously design problem situations to activate students’ higher-order thinking;grasp teaching ideas as a whole and construct a mathematical knowledge system;be good at absorbing teaching wisdom and effectively deal with presuppositions Generate;cleverly design a mind map to clarify the logical relationship of the content.