Analysis And Application Status Of Senior Middle School Mathematics Textbook Example By People’s Education Press(A)

In order to meet the challenges and requirements of talent training in the new era of globalization and information technology,countries all over the world have carried out the reform of basic education,and developing students’ core qualities has become the requirement of The Times.Existing studies have shown that deep learning is conducive to promoting the reform of basic education curriculum and is an important way to cultivate and form students’ core literacy.Deep learning emphasizes the integrity and connection of learning content,pays attention to the in-depth understanding of knowledge and the improvement of thinking quality,especially the cultivation of critical thinking,attaches importance to the development of students’ emotions,attitudes and values,so that students can learn to learn,and realize the formation and development of students’ core qualities.Mathematics Curriculum Standards for Ordinary High School(2017 edition)also clearly points out that: "Attach importance to the discipline concept as the core,make the curriculum content structured,theme-oriented,contextualize the curriculum content,promote the implementation of the discipline core literacy." Unit teaching design is helpful to solve the problems of teaching content fragmentation,fragmentation and superficialization.Therefore,both deep learning and unit instructional design emphasize the consistency of looking at the relationship between knowledge from a systematic perspective.It is of great practical significance and practical value to carry out unit teaching design with the goal of realizing deep learning and combining the characteristics of high school mathematics subject.In this study,literature research method,questionnaire survey method,interview method and action research method are adopted to accurately grasp the current situation of unit instructional design of high school mathematics teachers.On this basis,the theoretical analysis of unit instructional design of high school mathematics oriented to deep learning is carried out.In particular,the basic operation process of unit instructional design of high school mathematics oriented to deep learning is built.Combined with specific units,detailed teaching design is carried out to further explore the unit teaching effect from the perspective of deep teaching.The details are as follows:First of all,by combing and analyzing relevant literature,the concepts of deep learning,mathematics deep learning,unit instructional design and other related concepts are clarified,and the research status is sorted out.It is found that there are more theoretical and practical researches on deep learning,but relatively few empirical researches.The research on deep learning in various disciplines is rich and unbalanced,and the research on mathematics in senior high school is still weak.There are more practical explorations and researches in mathematics unit instructional design,but the empirical researches are relatively insufficient.The research of high school mathematics unit teaching design oriented to deep learning has made some achievements,but the research is not deep and comprehensive enough.Secondly,in order to grasp the status quo of unit instructional design of high school mathematics teachers,the Questionnaire of the status quo of unit instructional design of High School Mathematics teachers and the Interview Outline of the status quo of unit Instructional design of High School Mathematics teachers are compiled.Questionnaire survey of 120 high school mathematics teachers in Shanxi Province,interviewed 4 high school mathematics teachers,found that high school mathematics teachers have a certain understanding of unit teaching design,but the overall cognitive level needs to be improved;Most high school mathematics teachers participate in unit teaching design activities,but many problems are exposed in practice.High school mathematics teachers do not have a deep understanding of deep learning,but they realize the guidance of deep learning to unit teaching design;There are significant differences between teachers’ teaching years and titles and teachers’ understanding of unit instructional design.Thirdly,on the basis of grasping the current situation of unit teaching design of high school mathematics teachers,this paper puts forward the characteristics of unit teaching design of high school mathematics oriented towards deep learning,that is,emphasizing the overall design of mathematics content,attaching importance to the interconnection of mathematical knowledge,paying attention to the deep understanding of mathematics content,highlighting the deep participation of mathematical thinking,and realizing the dynamic cycle of teaching design.On this basis,the basic process of unit teaching design of high school mathematics oriented to deep learning is constructed,that is,unit teaching theme is condensed on the basis of the core content of mathematics.On the premise of students’ learning situation,the elements of unit teaching are analyzed.To establish the unit teaching objectives with the core literacy of mathematics as the starting point;To train mathematical thinking as the purpose,design unit teaching activities;Unit teaching evaluation is carried out according to the requirement of mathematics deep learning.Finally,according to the basic teaching process of unit teaching design of high school mathematics,which points to deep learning,the unit "Probability" in the main line of "Probability and statistics" is taken as an example to carry out specific unit teaching design and analysis,and the teaching practice of "classical scheme" is taken as an example.Through interviews with teachers and students,it is found that the unit teaching design of high school mathematics from the perspective of deep learning is conducive to students forming a structured understanding of knowledge from a holistic and connected perspective,stimulating students’ positive emotion and improvement of thinking quality of high school mathematics learning,and also conducive to high school mathematics teachers carrying out the unit teaching design and implementation with goals and directions.Avoid blindness and randomness,so as to achieve deep learning and achieve the goal of mathematics core literacy training.