Research On High School Function Teaching From The Perspective Of Deep Learning

The new curriculum reform emphasizes not only cultivating students’ four bases and four abilities,but also cultivating and improving students’ mathematical core competence.Under this background,deep learning comes with the tide of fashion.In line with the concept of the new curriculum reform,deep learning emphasizes students’ actively constructing and critically understanding of knowledge,flexibly applying of knowledge to solve complex problems,and shaping of higher-order thinking such as introspection,which fully reflects the requirements of cultivating core competence.Therefore,promoting students’ deep learning is an important way to effectively implementing core competence.There is no doubt that high school function is one of the main contents of high school mathematics curriculum,but the abstraction of high school function does not make most students understand its essence thoroughly.Thus,the paper carries out the research on high school function teaching from the perspective of deep learning.First of all,through literature review,the current research status of deep learning and high school function teaching is hold in hand,and the concepts and characteristics of deep learning are clarified.Secondly,questionnaire survey is used to understand the situation of functional deep learning in senior high school students.Meanwhile,senior high school mathematical teachers were interviewed to grasp the current situation of functional deep teaching,and sort out and analyze the results.Then,based on Constructivism Theory,Variable Teaching Theory,Distributed Cognitive Theory and Metacognitive Theory,combined with the survey results,the teaching strategy to promote students’ functional deep learning is proposed.Finally,the thesis selects the grade one classes with no significant difference in the scores of the last monthly tests for comparative study.After the teaching experiment,the periodical test scores of the two classes are analyzed,and the teacher interview and student interview are combined to summarize the changes of students’ deep learning of high school functions.The main claims of this study are as follows: First,the deep learning of function in senior high school students is still at a shallow level,which has a certain gap with the level of deep learning required in current teaching.In the three dimensions of deep learning,students performed best in interpersonal domain,followed by self-domain and worst in cognitive domain.This shows that students have strong ability of effective communication and teamwork,but their ability of knowledge construction and integration,knowledge transformation and application is not so good,and their ability of reflection also needs to be improved.Second,we put forward the high school function teaching principles and strategies from the perspective of deep learning.The teaching principles include: student-oriented principle,internal and external combination principle,problem driven principle,variable transfer principle,teaching and learning principle.Teaching strategies include building a learning community and creating a harmonious atmosphere of learning functions;creating realistic situation to stimulate the motivation of deep learning function;setting up "problem chain" skillfully,criticizing the nature of understanding function knowledge;carrying out variant training to promote the deep processing of function knowledge;focusing on reflection and evaluation to help students and teachers make progress together.Thirdly,the high school function teaching strategy in terms of deep learning can promote students’ deep learning.After comparative teaching,there are significant differences between the two classes in the scores of the periodic test papers,and most students are optimistic and supportive of this teaching practice.