Research On The Teaching Strategies Of Deep Learning In Junior High School Mathematics Based On Core Literacy

Cultivating students’ core literacy is the educational goal of education in the new era.In order to achieve this goal,the teaching and learning methods of teachers and students must be changed accordingly.As a new educational concept and learning method,deep learning aims to train students to become lifelong learners with high-order thinking and ability to solve practical problems.It is an effective way to implement the cultivation of students’ core literacy.Based on core literacy,how to effectively promote students’ deep learning is a hot issue in current subject education research.This study investigates and analyzes the current situation of deep learning in junior high school mathematics,and puts forward corresponding teaching strategies from the perspective of cultivating junior high school students’ mathematics core literacy.Based on the existing research results,this paper compiled a questionnaire from three dimensions: cognitive field,interpersonal field and personal field,and conducted a questionnaire survey on 420 students from three middle schools in H city,Hubei province.And interviews were conducted with 12 first-line mathematics teachers in middle schools.Combining the results of the survey and interviews,problems in the current deep learning of middle school mathematics were identified.on the students’ side,students lack the ability of critical reflection,lack of initiative in learning and weak ability of knowledge integration.On the teachers’ side,teachers’ theoretical knowledge is insufficient and their teaching design concept is lagging behind.At the same time,the way of teaching evaluation is single and the results are emphasized over the process.To address the above problems,this paper proposes teachers’ teaching strategies based on theories related to core literacy and deep learning in mathematics from three stages of teaching preparation,implementation and evaluation.Firstly,in the teaching preparation stage,we should grasp the teaching materials as a whole and construct the knowledge structure of the unit.we should understand students’ foundation and analyze their cognitive level.based on core literacy,we should design students’ goals for deep learning.Secondly,in the implementation stage,we should create realistic problem situations to stimulate students’ interest in learning,carefully design teaching activities to guide students’ deep participation in class and help students construct knowledge with the help of mind map teaching.The strategies in the teaching evaluation stage are to carry out continuous evaluation to promote students’ deep thinking,and to penetrate metacognitive strategies to guide students’ self-evaluation.At the same time,learning strategies are proposed for students from the three stages of teachers’ teaching.Before class,the students should correct attitudes and clarify deep learning goals.In addition,the students need to think actively in class and participate deeply in teaching activities.After class,the students should summarize and reflect in time to promote their own deep learning.Last but not least,this paper applies the above strategies and designs a typical teaching case to provide reference for front-line mathematics teachers teaching in junior high school.