An Empirical Study On The High School Mathematics Teaching Strategies Guided By The Theory Of Deep Learning

The pace of new curriculum reform continues to advance,the reform of various ways.High school mathematics requires students to be able to learn and think in mathematics learning,and students are encouraged to gradually transition from shallow learning to deep learning.At present,the concept of deep learning has attracted much attention,and the researches on mathematics deep learning are increasing day by day,but most of them are theoretical strategy researches,and the researches on teaching experiments are still lacking.This study tries to understand the current situation of deep learning in high school mathematics by issuing questionnaires and interviewing teachers,find out the existing problems in high school mathematics teaching from the perspective of deep learning,and then propose corresponding teaching strategies.Finally,teaching experiments are conducted to test the operability and effectiveness of the proposed strategies.The content of the paper is divided into four parts,which are as follows:First,analyze the existing data of deep learning,understand and classify the existing researches on deep learning at home and abroad,clarify the meaning,characteristics and implementation process of deep learning,sort out the deep learning in an orderly and comprehensive way,and lay a solid theoretical foundation for the research.Secondly,on the basis of clarifying the connotation of deep learning and referring to the theory of deep learning characteristics and NSSE-China questionnaire,a questionnaire was compiled to investigate 800 students from four high schools in Guangxi and Guangzhou,and at the same time,an offline interview was conducted with four front-line mathematics teachers from one of the high schools.Combined with the survey results,this paper analyzes the actual situation and existing problems of deep learning in senior high school mathematics,and provides practical basis for putting forward mathematics teaching strategies of deep learning theory.Thirdly,according to the existing problems of deep learning in high school mathematics and the four process steps of realizing deep learning,the deep learning-oriented teaching strategy of high school mathematics is proposed.Fourth,conduct teaching experiments.This paper selects the fourth chapter of the first Volume of high School Mathematics Compulsory Course of People’s Education A Edition,"Function of Referring to Pairs",as the experimental material,combines the four implementation steps of deep learning,designs high school mathematics teaching cases based on the deep learning theory,and uses the designed cases in the teaching of experimental class,and teaches the control class according to the original plan and method.After the teaching experiment,chapter tests and teacher interviews are conducted to verify whether the deep learning theory-oriented teaching strategies are effective and practical for high school mathematics teaching.Meanwhile,deficiencies are found and lessons are drawn to provide more meaningful references for promoting the teaching of students’ deep learning.This study draws the following conclusions:First,the investigation on the status quo of deep learning in high school mathematics found that:1.The development of various dimensions of mathematics deep learning is not balanced and the overall level of students is not high.2.There are gender differences in the six dimensions and the whole level of students’ mathematics deep learning,and the male students are slightly better than the female students.3.Students’ mathematics deep learning level is positively correlated with their scores.4.From the investigation of both students and teachers,it is found that there are the following problems in high school mathematics classroom teaching:classroom teaching methods are monotonous,the creation of learning atmosphere is not in place;Lack of independent learning method guidance,students independent learning ability is not high;Teachers attach too much importance to the final result evaluation and ignore the process of thinking and the cultivation of students’ reflective ability.Secondly,in view of the above problems,the following teaching strategies are proposed in combination with the four stages of deep learning realization process:1.Preparatory stage: make expected assessment and grasp students’ reality in depth;Attach importance to interaction and exchange,and create a positive learning trend.2.Acquisition stage and deep processing stage: carefully design the situation to awaken students’ existing cognition;Skillfully use variable form training to enhance students’ awareness of discrimination;Cleverly set questions to explore,promote students to think deeply;Good by knowledge network diagram,to help students comb knowledge.3.Evaluation and reflection stage: do a good job in classroom process evaluation and help students adjust their state;Encourage students to reflect on themselves and strengthen their consciousness of reflection.Thirdly,the teaching experiment is carried out on the above teaching strategies.According to the statistical analysis of the obtained data,it is found that:1.Mathematics teaching strategies oriented by deep learning theory are operable and effective;2.Mathematics teaching strategies oriented by deep learning theory improve students’ interest in classroom participation;3.Deep learning-oriented mathematics teaching strategies can help students develop high-level thinking abilities such as application,analysis,evaluation and creativity.Finally,combined with the teaching experiment process effect and deficiencies,put forward targeted suggestions.