Investigation And Countermeasures Of Deep Learning In Middle And High Grade Mathematics In Primary School

Along with the continuous development of society,for the requirement of talent,widely realized that the mechanical memory and sea tactics of shallow learning is hard to meet the present society needs of high quality,high quality talent,now we are imminent to solve the problem is the change learning idea,change the way of learning,curriculum reform.Since 2005,experts He Ling and Li Jiahou have proposed deep learning for the first time in the field of education in China,and the concept of deep learning has been applied in the field of education.Deep learning emphasizes the development of students’ high-level thinking ability,and is also a reflection of the focus of the 2022 Compulsory Education Curriculum Program and Curriculum Standards on forming the core literacy of students to promote the development of lifelong learning.This study through the questionnaire survey,interview method of Mudanjiang T elementary school students mathematics depth learning situation,the questionnaire design according to the depth characteristics of the study and theoretical basis,according to the elementary school section of cognitive development law and mathematics requirements,finally divided into six dimensions: learning motivation,integration and construction,reflection and evaluation,migration and application,expression and criticism,essence and variation,and subsequent interview survey of elementary school mathematics teachers.In this survey,334 students from grade 3 to grade 6 in Mudanjiang T Primary School found that the general performance of mathematics deep learning in the middle,and analyzed the problems of students’ deep learning of mathematics,which are embodied in: lack of internal motivation of mathematics learning;lack of reflection of mathematics learning process;lack of ability of subject knowledge transfer;lack of critical thinking ability;lack of knowledge variation.According to the difference test of students in different academic conditions,gender and grade,it is found that different academic conditions have significant differences in the level of mathematical deep learning in the middle and high levels of primary school;different grades have significant differences in essence and variable dimensions.Then,the reasons analyzed the development of mathematics deep learning ability in primary school from the teaching of students themselves and teachers.Finally,the following countermeasures are proposed: teachers should establish the correct concept of deep learning,explore the deep value of teaching materials,stimulate the learning motivation;actively build deep dialogue teaching classroom;effectively build the knowledge bridge to help students with knowledge connection,pay attention to variable practice,promote the development of different thinking;achieve unit teaching,and cultivate the core quality of mathematics discipline.