Research On The Teaching Of High School Mathematics Function Concepts Under The Perspective Of Deep Learnin

With the implementation of the new curriculum reform,teachers’ educational concepts have changed and education as a whole is moving in a positive direction,with the development of students’ core literacy in mathematics as the guide.There is widespread interest in how to highlight the main lines of senior secondary mathematics curriculum content,optimise the curriculum structure and improve teaching and learning.Functions in senior secondary school are a main line of content in senior secondary school mathematics,and occupy a very important place in senior secondary school mathematics throughout the learning process.However,the learning of function concepts is relatively abstract,and most high school students’ understanding of function concepts is at a superficial level,failing to really grasp and apply function knowledge.Therefore,how to apply deep learning theory to the teaching of function concepts has become an active concern for high school mathematics teachers.This paper uses literature,questionnaire,interview and case study methods to analyse and explore how to help students achieve deep learning of function concepts in high school mathematics classrooms.Based on deep learning theory,the situation of high school students’ deep learning of function concepts is studied,while interviews are conducted with experienced front-line high school mathematics teachers to explore the current problems of high school students’ deep learning of function concepts,to propose improvement measures,and to design teaching routes and teaching cases for deep learning in high school mathematics.First,questionnaires and interviews were used to explore two aspects of problems affecting senior secondary students’ deep learning of function concepts.From the students’ side,it is difficult to construct connections between old and new knowledge,knowledge is relatively scattered,and the level of information integration and analysis is not high;the sense of teamwork is weak and effective communication is lacking;students’ motivation is low and students’ classroom participation is low;the ability to learn is not strong,lacking perseverance and motivation to learn,and reflective evaluation is lacking.From the teachers’ side,issues such as teachers’ competence,teachers’ perceptions,teaching and assessment methods,difficulty of learning materials,curriculum arrangement,teachers’ lack of theoretical reference as well as practical guidance on achieving deep learning in mathematics.Secondly,the following improvement measures are proposed to address the problems: focus on the creation of contexts to stimulate interest in learning;in classroom teaching,carefully design problems to provoke students’ thinking;classroom is student-centred,increase interaction and group discussion sessions to enhance students’ classroom participation;focus on the combination of process and outcome assessment,achieve a variety of assessment methods and diversify assessment subjects;focus on the summary of the mathematics classroom,students can reflect on reflect and summarise what they have learnt,etc.Finally,an instructional design route for deep learning in senior secondary mathematics is devised,including four processes: pre-assessment and instructional design,preparation and activation of prior knowledge,acquisition of deeply processed knowledge,and evaluation and reflection.From a classroom perspective,the teaching of deep learning high school function concepts is divided into a deep learning preparation phase,a concept introduction phase,a concept formation phase,a concept deepening phase and a concept evaluation phase,which are needed to create an active learning atmosphere during the mathematics classroom teaching process.