Research On Problem Chain Teaching Design Pointing To Deep Learning

Curriculum reform calls for cultivation of students’ core literacy,deep learning is a powerful response to the realistic demands,well-designed problem chains can promote deep learning,can serve as an important grappling hand in implementing core literacy development.This paper investigates the construction and design of problem chain teaching that points to deep learning,using plane vector as an example.This study summarizes the existing research results of deep learning,problem chain and plane vector,and combines the education teaching theory to carry on the relevant analysis to the combination of the three;use questionnaire survey and interview to investigate and analyze the current teaching situation,and constructs a general framework of problem chain teaching pointing to deep learning,takes "plane vector and its application" as an example to analyze the teaching implementation and practical effect.The survey results show that high school mathematics teaching permeates the teaching concept advocated by core literacy,deep learning and problem chain teaching,but the phenomenon of memorizing concepts and mastering questions still exists,the formation of students’ knowledge context is still lacking,the training of core literacy needs to be strengthened,and there is room for further improvement in the design of teaching problems.The general framework of problem chain teaching pointing to deep learning is as follows:(1)Analysis of teaching units: select the teaching units according to the actual teaching situation,and analyze the unit teaching content according to the unit teaching analysis elements.(2)Setting the teaching objectives: plan the class hours of the unit,select the key class hours that can reflect the essence of mathematical knowledge in the unit,analyze the teaching objectives,and clarify the teaching key and difficult points of each lesson.(3)Refining the basic problems: under the overall analysis of the unit,the general concept and basic problems of the unit are refined with the help of the three-elliptic diagram and problem filter proposed by reverse teaching of design theory.(4)Clear the evaluation evidence: combined with the characteristics of unit knowledge,determine the corresponding evaluation evidence.Traditional test evidence needs to find typical and migratory mathematical problems,and also needs to pay attention to performance task evaluation.(5)Refine the basic problems: pay attention to the logical and enlightening grasp of the problem chain,make further analysis of the basic problems,refine the basic problems,and form the problem chain.