| The General High School Mathematics Curriculum Standards(2017 Edition Revised 2020)proposes to promote the transformation of talent training mode and pay attention to the diversified learning of students.But in the objective background of the college entrance examination,most students still stay in the mechanical learning,shallow learning stage.In view of the current educational situation,some scholars have introduced the teaching concept of deep learning.The concept of deep learning is to cultivate students’ ability of higher-order thinking,knowledge reconstruction,transfer and application,It is highly consistent with the core quality concept of the new curriculum standard and conforms to the educational thought of the new era.Teaching based on deep learning is of great benefit to improving students’ rigid thinking and "sea of questions tactics" learning mode and changing the current situation of teachers’ outdated teaching mode.In particular,conic curve knowledge is in an unshakable position in the college entrance examination,and its mathematical thought is reflected in most knowledge units of high school mathematics.Therefore,it is meaningful to guide the research of conic curve teaching from the perspective of deep learning.Firstly,the deep learning theory was summarized through literature research,and then the deep learning status of conic curve of Grade 2 students in G Middle School of Shihezi City was investigated by using "Questionnaire Star" through questionnaire survey and test paper method.After the questionnaire and test paper were recovered,the data were analyzed by Excel and SPSS26.0 software.Find out students’ problems in 3 areas and 9 dimensions of deep learning.In order to further understand the current situation of classroom teaching of deep learning of conic curves and the implementation of teaching integrating the concept of deep learning,five questions about deep learning were set up,and four first-line mathematics teachers of G Middle School in Shihezi City were interviewed online using Tencent conference platform.The survey statistics and data analysis revealed that the surveyed sophomore students have weak learning initiatives,weak effective communication and collaborative inquiry skills,low interest in learning,and lack of reflective awareness and ability as well as knowledge transfer and application and problem-solving skills,which is far from the level of deep learning.The teacher interviews revealed that although teachers are aware of the problems in teaching conic curves and recognize the importance of the deep learning concept for teaching conic curves,the deep learning concept in actual teaching only remains at the theoretical level and there is almost no teaching practice under the concept of deep learning.Based on the above analysis results,the teaching strategies to promote students’ deep conic curve learning are proposed from both students and teachers.In terms of students:(1)Enhance subjective thirst for knowledge and enhance students’ learning ability;(2)Do a good job of preview and review to improve learning immersion;(3)Attach importance to self-reflection and form phased evaluation.Teachers:(1)Set up cooperative discussions to improve students’ communication ability;(2)Optimize the classroom structure and promote the construction of students’ subject knowledge;(3)Cultivate transfer application ability and develop students’ high-level thinking.In the end,three types of conic curve deep teaching cases are designed by integrating the above teaching strategies,in order to highlight how to guide students’ deep learning in conic curve teaching.Through the research,the author hopes to find out the crux of the deep learning failure of the sophomore students of G Middle School in Shihezi City,propose corresponding teaching strategies,and hope to provide conic curve deep learning teaching reference for the front-line mathematics teachers of middle and high schools in the Corps area through corresponding teaching cases. |
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