Research On The Teaching Design Of Junior High School Mathematics Problem Chain Based On Deep Learning

In order to comprehensively deepen the curriculum reform and implement the fundamental task of cultivating morality and cultivating people,"problem chain" teaching has become a widely used teaching method in the middle school mathematics classroom.This topic focuses on the investigation of the current situation of problem chain teaching in junior high school mathematics,and conducts research on problem chain teaching design based on deep learning theory.Firstly,through a large number of domestic and foreign literature studies,the concepts of deep learning and problem chain teaching are discussed;Secondly,using classroom observation and questionnaire survey methods from both classroom and student perspectives,this paper investigates the current situation of problem chain instructional design and the effectiveness of problem chain teaching;Finally,based on the results of the current survey,the author analyzes the existing problems in the current problem chain teaching and proposes a mathematical problem chain teaching design strategy based on deep learning.The main conclusions of this study are:First,regarding the current situation of mathematical problem chain teaching in junior high schools:(1)Most of the problems point to mathematical knowledge itself and core content,lacking guidance on mathematical thinking and methods,and mathematical research laws;(2)The teaching function of questions remains at the surface information level,and does not play the role of developing students’ thinking and cultivating students’ abilities;(3)Problem chains do not perform well in mobilizing students’ existing cognition,and various types of problems are difficult to help students establish a connection between knowledge;(4)It is difficult for students to transfer their knowledge and methods to other situations through the guidance of the problem chain;(5)Problem chains are insufficient in guiding students to expand their thinking,making it difficult for students to experience the occurrence and development of knowledge through problem chains.Secondly,based on the survey results,attribution analysis is conducted on the problems existing in the teaching design of the problem chain:(1)the design of the problem chain lacks the overall design idea;(2)Insufficient attention is paid to mathematical thinking methods in problem chain design;(3)Inadequate relevance of issues in problem chain design;(4)The implementation of core literacy in problem chain design is not comprehensive.Thirdly,aiming at the problems existing in the current problem chain design,this paper proposes a teaching design strategy for junior high school mathematics problem chain based on deep learning.This strategy refers to the deep learning route and divides the teaching design based on deep learning into four stages,namely,the teaching analysis stage,the classroom introduction stage,the deep processing stage,and the evaluation and reflection stage.It also divides the problem chain into three parts,namely,the starting problem,the main problem,and its sub problems,and the extension problem.It also incorporates the relevance perspective to build a mathematical problem chain teaching design model based on deep learning.In the teaching analysis stage,the teaching objectives of the problem chain are clarified through three aspects: students’ cognitive relevance analysis,system relevance analysis of teaching content,and value relevance analysis of knowledge.In the classroom introduction stage,heuristic and reflective starting questions are set based on contextual analysis.In the deep processing stage,the main problem and its sub problems are set up,which is the core part of the problem chain design,and the correlation analysis is carried out from the mathematical teaching level and the student learning level.The mathematical teaching level includes the correlation between mathematical knowledge and mathematical thinking methods,aiming to promote students’ grasp of the intrinsic nature of mathematics.The student learning level mainly analyzes the relationship between students’ learning processes and methods,aiming to promote the development of students’ mathematical abilities.The evaluation and reflection stage is set up to refine questions,mainly for evaluation and reflection,and deepen the problem chain.Finally,according to the design strategy,case analysis and demonstration are conducted to provide certain reference and guidance for mathematics teachers to apply problem chain teaching to teaching practice.