Research On The Teaching Design Of Number Sequences In Senior High School Based On Deeper Learning Cycle

In the past few decades of educational reform,the hard work of educators has brought about significant changes in teaching concepts and methods in basic education.However,in today’s digital information age,we must continue to promote the modernization of education by applying new concepts and technologies from artificial intelligence to education and teaching.The concept of deep learning,derived from research on artificial neural networks,coincides with the idea of in-depth learning that has been permeating modern educational reform,making it a valuable addition to the field of education.While the theory of deep learning has matured,teachers often feel powerless in designing teaching methods that enable students to achieve deep learning in practical classroom settings.Theoretical concepts have not been closely linked to practical teaching strategies.To address this issue,this study analyzes relevant literature on deep learning theory and combines it with the Deep Learning Cycle to create a more comprehensive teaching design process that better serves teachers in conducting deep learning activities.Specifically,this research focuses on teaching design in the high school sequence chapter based on DELC.The study first analyzes the seven steps that define DELC,then investigates students’ current state of deep learning at each stage of the sequence chapter through a survey questionnaire.The main questions of the questionnaire revolve around the four stages of DELC: front-end analysis,preparation stage,implementation stage,and evaluation and feedback stage.Finally,the data results are analyzed to summarize the factors influencing deep learning and corresponding teaching design strategies.Before designing a deep learning teaching case based on DELC for the high school sequence chapter,this study also designs a DELC unit teaching for the entire sequence chapter to help teachers grasp the overall teaching design of the deep learning path,rather than being limited to specific content.Guided by the DELC unit teaching design,the study designs and implements teaching for "the sum of the first n terms of an arithmetic sequence" in the classroom,better identifying student problems at each stage of DELC and modifying teaching design accordingly.The study summarizes corresponding teaching design strategies for each stage of DELC: integrating unit teaching,identifying key points;creating a positive learning culture,activating prior knowledge;deep and precise processing,promoting knowledge transfer and application;establishing an evaluation system,improving teaching design guidance.Based on theoretical research and practical testing,this study proposes a specific process and steps that teachers can refer to when designing deep learning teaching.It aims to provide operational guidance and reference for teachers,stimulate students’ active and positive learning,develop their potential for deep learning,promote their ability to process and transfer knowledge,and cultivate their higher-order thinking skills,providing new perspectives and methods for education.