High School Mathematical Theorem Teaching Research Based On Deep Learning

Mathematics Curriculum Standards for Ordinary High School(2017 Edition,2020 revision)advocates the creation of appropriate teaching situations,enlightening students’ thinking and guiding them to grasp the essence of mathematics content,while the deep learning with the goal of developing students’ high-level thinking and innovative spirit is exactly in line with the concept of the new curriculum standard.However,due attention has not been paid to the occurrence of deep learning in actual teaching.This paper takes students’ learning process of mathematical theorems in high school as the research object,and studies strategies to promote the occurrence of deep learning,in order to provide some reference for front-line teachers,so as to promote the occurrence of deep learning in students’ learning of mathematical theorems.Starting from literature research,this study adopts research methods such as questionnaire survey and teacher interview to investigate the learning process of mathematical theorems of students in the class of internship.Through the analysis of the survey results and the observation during the internship,the problems existing in students’ deep learning in the process of learning mathematical theorems are summarized.Then,based on the results of literature research and the teaching experience of front-line teachers,the teaching strategies to promote the deep learning in the process of learning mathematical theorems are proposed,and the teaching design is carried out on this basis.Research shows that in the process of learning mathematical theorems,although high school students show a certain interest in learning mathematical theorems and have the consciousness of learning theorems on the basis of understanding,deep learning is not necessarily possible with the above two points.Deep learning is a very complex information processing process,in addition to the above two points,it also needs the joint action of various factors.For example,it requires a high degree of classroom participation to guarantee it,and learning reflection throughout the whole learning process.However,the survey results show that students’ poor performance in classroom input,learning cognition and other aspects,resulting in students’ deep learning status can not happen.To solve the above problems,on the basis of literature research and listening to the suggestions of frontline teachers,this study puts forward the following three strategies for students’ learning: pay attention to preview before class,improve the efficiency of classroom learning,and promote the deep cognition of knowledge;Skillfully use mind mapping to sort out knowledge,clarify the internal links between knowledge,and promote the transfer and application;Carry out reflective learning,improve their own learning strategies,and develop higher-order thinking.The following four strategies are proposed for teachers’ teaching: creating diverse problem situations,enriching students’ math experience and stimulating students’ learning motivation;Integrate the knowledge connected by meaning,guide students to construct knowledge system and promote knowledge transfer;Enrich teaching activities,improve students’ learning involvement,promote understanding of knowledge;Carry out learning evaluation,guide students to carry on deep reflection,develop students’ higher order thinking.With the development of the new curriculum reform,teachers urgently need to practice the concept of students as the foundation.Teachers should mobilize the initiative of students,let students participate in the process of problem solving,make students become the discoverer of knowledge,and internalize it in their own knowledge system,promote the transfer of knowledge and the occurrence of deep learning,obtain complete development,so as to implement the fundamental task of teachers to cultivate morality and cultivate people.