| The modernisation of education is accompanied by changes in education,and the direction of education reform has always been towards the primary question of "what kind of person to train".The modernisation of education proposes to clarify the core literacy requirements for students’ development,innovate the way talents are trained,implement inspiring and inquiry-based teaching methods,and develop students’ innovative spirit and practical skills.With the revision of the Senior Secondary Mathematics Curriculum,new requirements have also been put forward for the development of students to acquire more activity experiences while mastering mathematical knowledge and developing various competencies,such as learning how to solve problems,learning to think critically,learning to think creatively,learning to learn to learn to learn independently,inquire and cooperate,so that their thinking can be developed in the teaching of various subjects and move from lower to higher order.In response to the call to develop students’ core literacies,it is worthwhile to explore and study in depth the promotion of deep learning to develop students’ higher-order thinking.With this in mind,this study was conducted with senior two students as the target group to address the following questions:(1)the current situation of senior two students’ higher-order thinking in mathematics;(2)the factors that hinder the development of students’ higher-order thinking;and(3)how to develop students’ higher-order thinking through the realisation of deep learning in teaching.This study uses literature research,questionnaire survey,interview method and test method to investigate how the current situation of students’ higher-order thinking in mathematics and how to enhance students’ higher-order thinking in mathematics.Firstly,the concepts of deep learning and higher-order thinking were clearly defined on the basis of literature combing.Based on Bloom’s classification of cognitive education objectives and Professor Zhong Zhixian’s theory,as well as the General High School Mathematics Curriculum Standards(2017 Edition 2020 Revision),the higher-order thinking ability in mathematics was divided into dimensions,forming four dimensions and twelve sub-dimensions,and a questionnaire and higher-order thinking were prepared according to the dimensions pre-test test paper to investigate the current state of students’ higher-order thinking development.The results of the survey showed that the four thinking trends of problem solving,decision making,critical thinking and creative thinking skills were generally similar,with the majority of students at the middle and lower order levels,with overall students at a relative disadvantage in their creative thinking skills.In general,overall students are at an intermediate level of higher order thinking.It further explored the factors associated with the development of students’ higher-order thinking skills in mathematics based on student survey and test results as well as teacher interviews:(1)teachers’ neglect of deep learning and higher-order thinking;(2)teachers’ untimely updating of teaching concepts;(3)students’ poor grasp of basic knowledge and lack of reserves,which hinder the development of higher-order thinking;and(4)students’ learning is dominated by shallow learning,which is not conducive to the development of higher-order thinking.A general process model and teaching strategies for deep learning in senior secondary mathematics that promote the development of higher-order thinking are proposed against the findings of the research study.The process model is based on the deep learning route proposed by American scholars.The process model can be summarised into four main stages according to classroom teaching,the preparation stage of deep learning,the introduction stage of deep learning,the knowledge generation stage of deep learning,and the evaluation and reflection stage of deep learning,in which the progression of thinking is achieved step by step.Accordingly,the following teaching strategies are proposed:(1)updating educational concepts to develop students’ higher-order thinking(2)designing activities for deep processing of knowledge to promote the development of students’ higher-order thinking;specifically,using questions to drive students’ deep thinking,using tasks as a guide to prompt students to explore core knowledge,providing rich variation materials to promote knowledge transfer,etc.(3)Guiding students to carry out knowledge construction and reflection on their own to develop higher-order thinking;(4)Improving the assessment system to focus on students’ thinking development.Finally,the teaching model and teaching strategies were applied to classroom teaching to carry out teaching practice,using the formula for the sum of the first n terms of an equidistant series as a teaching example.The results of the pre-test and post-test of the experimental and control classes were analysed.The results proved that students in the experimental class performed better than the control class in the post-test,indicating that the process model and teaching strategies based on deep learning to develop students’ higher-order thinking in mathematics are feasible and conducive to achieving deep learning and promoting the development of students’ higher-order thinking. |
