Experts in the "Deep Learning" project of the Curriculum and Textbook Development Center of the Ministry of Education have positioned it as follows: Deep learning refers to a meaningful learning process in which students actively participate, experience success and gain development around challenging learning topics under the guidance of teachers.
Deep learning has brought changes to teachers' educational ideas and students' learning methods in primary schools affiliated to Beijing Petroleum Institute. I hope that learning can bring changes to our teachers first, and then change students.
Teacher Jia showed us the theme of unit learning through several math examples:
After the theme of unit learning is determined, it is necessary to sort out the teaching materials and analyze the students' learning situation. Collating teaching materials is to analyze the learning content, grasp the unit content as a whole, and tap the essence of unit knowledge.
Course Sharing: Graphics and Geometry Course Sharing
Teacher Jia's thinking from combing the textbooks is: 1, and the basis of measurement is the distance between two points, and the distance is determined by the length unit, so students' perception of length and understanding of the length unit are the basis of students' measurement of graphics.
2. People design measuring units for the convenience of measurement. We can design units of measurement from common sense of life at one time, and then transition to standard units of measurement, so is the history of units of measurement.
In the fields of graphics and geometry, the objects of measurement are length, angle, area and volume. No matter which quantity is measured, it goes through the same process:
Mr. Zhang Dianzhou said: Measurement is not just measuring a line segment with a ruler, it belongs to the category of physics, and the essence of mathematical measurement is to give each measured object an appropriate number.
Such as length, its core requirement is how to "assign" an appropriate number to each line segment and make it have three properties of length (finite additivity, motion invariance and regularity of length).
For example, the area can be defined as: the number m is the area of a plane figure A, which means that A can be filled with m unit squares without overlapping.
1, whether it is defined or not is not important for students. What is important is to let students realize that length is the result of accumulation of several length units, area is the result of splicing of several area units, and volume is the result of accumulation of several unit of volume. The essence of measurement is the core of students' understanding of concepts.
2. According to students' growing experience, the concepts of "length" and "size" are formed based on the cognitive mode of "comparison", and students describe the comparison of length from "a little bit"-"half a head and two palms". Things that are visible and familiar in life such as "head" and "palm" are actually a kind of "comparison" that students are looking for, which can also be called a kind of "non-standard unit". Can we start with "comparison" in teaching, so that students can transition from "non-standard" to "standard" in comparison and understand the concept from the characteristics of the unit?
With the help of units, we can learn the concept of geometry, feel space and develop the concept of space from the perspective of measurement.
1. The content structure of graphic measurement is the same (core literacy: unit and number of units);
2. The basic strategies of graphic survey teaching are the same;
3. The method of obtaining the measured value is basically the same (unit measurement-formula-irregular transformation into rules).
1. Concept: Understanding the concept of the tested object should be experienced in the activity;
2. Activities: The measurement of specific dimensions is a necessary activity for students to know the measured object and learn to measure;
3. Units: The widespread use of grid paper and the transition from non-standard units to standard units highlight the core position of "units" in measurement everywhere;
4. Misunderstandings: There are many misunderstandings about students' understanding of new measurement objects, changes in research angles, and similarity of graphics. How to help students distinguish? Expose students' cognitive misunderstanding and understand the essence in contrast to Chinese.
Taking the results of three surveys on area knowledge as an example, Mr. Jia introduced in detail how to understand students' learning difficulties, find students' growing points and understand students' learning paths.
1, which embodies the essence and thinking method of mathematics;
2. Promote students' deep understanding;
3. Point to the cultivation of students' thinking habits;
4. Point to the improvement of students' practical application.
1, integrity development;
2. Integrity and guidance.
The overall goal of deep learning is to design students' development goals for the selected learning units as a whole. The overall goal of the unit is integrity and development. Is it the goal that students should achieve when completing a unit? The specific class goal is the decomposition and stratification of the overall goal of the unit, which is holistic and instructive. Unit learning objectives should be specifically decomposed into the learning objectives of each class or learning activity in the unit plan. Although the goal of this stage is not specific to every link of the class and every student, it is necessary to consider the achievement of teaching goals on the basis of ensuring the requirements of curriculum standards, so as to prepare for formulating specific learning tasks according to the differences of students in the future.
Tasks of deep learning activities:
1, design challenging learning tasks;
2. Create problem situations for effective participation in learning;
3. Put forward the key issues that cause students to think deeply.
Deep learning not only requires learners to understand structured shallow knowledge such as concepts, principles and special abilities, but also requires learners to understand and master unstructured knowledge such as complex concepts and situational problems, and finally form a structured and unstructured cognitive structure system, which can be flexibly applied to various specific situations and solve practical problems. This requires teachers to create classroom situations that can promote deep learning in a timely manner according to the characteristics of learning content, the requirements of teaching objectives and the development of students' thinking, and guide students to experience actively, so as to finally achieve the purpose of connecting what they have learned with the situation and realizing the transfer. "Problem situation of students' effective participation" is closely related to the core content of learning, to some extent, to students' existing knowledge, and conflicts with students' pre-related concepts. In this situation, every student can participate in learning, and different students may have different levels of understanding, which will lead to students' exchanges, discussions and even arguments. Through this process, we can gradually understand the new content.
The core of deep learning is to arouse students' deep thinking around the core content and exploration theme. Put forward questions that need students to explore and think deeply in specific problem situations. Through the exploration and thinking of questions, we can deeply understand the essence of core content and improve students' core literacy.
1, purpose of continuous evaluation:
(1) Diagnose the learning effect of students;
(2) Help and support students through guidance in view of the difficulties they encounter in the learning process;
(3) Detection and diagnosis is also feedback on students' understanding and mastery, so as to effectively regulate the subsequent learning process and promote students to complete their learning tasks.
2. Design of continuous evaluation: The design of evaluation scheme includes evaluation objectives, contents, methods and key points. Different levels and levels of evaluation can be designed at different learning nodes according to the learning process, which can be determined according to the specific content and teaching practice. It should not be too complicated and be conducive to the realization of evaluation effect.
3. How to use continuous evaluation correctly?
First of all, through evaluation, teachers can find students' learning difficulties, understand students' thinking paths, and provide a strong basis for teachers to design classroom core activities. At the same time, through the evaluation and diagnosis in different stages, students' thinking level of area understanding can be accurately judged, which can provide real data for the formulation of teaching objectives, important and difficult points in the next stage and ensure students to reach a higher thinking level after unit learning. In addition, the four evaluation stages are the real process for students to solve problems. It is a process of students' thinking level gradually developing, and it is also a process of students' self-confidence.
In teaching, teachers should start from deep learning. Teachers should change their ideas from the starting point of teaching design, design corresponding teaching objectives from three aspects: cognition, interpersonal and self-cognition, plan specific and feasible learning objectives, and choose effective teaching strategies. Teaching methods should not simply stay on the surface of imparting knowledge to students. Teachers should study and dig more textbooks, connect with life and find the best design according to students' actual situation, which will affect students' learning cells and logical thinking ability, so that students can master knowledge and solve practical problems with knowledge.
After listening to Mr. Jia's class, I redesigned the knowledge of unit 4 "Positive Proportion" in the sixth grade math book I am teaching now, and prepared to study deeply from the aspects of "unit theme-unit goal-deep learning activity-continuous evaluation". I want to know the children's mastery of knowledge through this design.
Unit topic: Positive and Inverse Proportion
Unit goal:
1. Combined with the specific situation, I realize that there are a lot of interdependent variables in life and the connection between mathematics and life; In specific cases, try to describe the relationship between two variables in your own language. You should know that list or drawing is a common way to express the relationship between variables.
2. Combined with abundant examples, it runs through the construction process of positive and negative proportional meaning; Can see the "invariance" from the change, and know the positive ratio and the inverse ratio; According to the meaning of direct ratio and inverse ratio, it can be judged whether two related quantities are direct ratio or inverse ratio; Give examples of the relationship between positive proportion and negative proportion in life.
3. It is preliminarily understood that the image with positive scale is a straight line, and the corresponding image can be drawn on the grid paper by using the given data with positive scale.
Course objectives:
1. Combined with the scene of "perimeter and side length of a square, area and side length of a square, distance, time and speed", we can see "unchanged" from the change and know that it is proportional.
2. Can judge whether two related quantities are proportional according to the meaning of direct ratio, can cite examples of direct ratio in life, and feel the wide application of direct ratio in life.
3. Experience mathematical activities such as comparison, analysis and induction, improve the ability of analysis, comparison, induction and generalization, and get a preliminary understanding of function thought.
Teaching process:
1. Show the price list of a cloth shop from PPT courseware and analyze the relationship between the length and the total price to create a scenario introduction. With the help of students' previous knowledge of proportion, starting with the most obvious feature of positive proportion-proportion must, help students perceive the core content of this lesson.
2.PPT courseware shows the table at the top of page 4 1 of the textbook for students to complete. Through the comparison of tables, images and expressions, students can understand that the perimeter and area of a square increase with the increase of the side length, so as to perceive that "the ratio of the perimeter to the side length of a square is certain in the process of change", which lays the foundation for understanding the positive ratio; Then through the relationship between distance and time, guide students to understand that distance changes with time, and in the process of change, the proportion of distance and time is the same, thus leading to the concept of positive proportion. Then guide the analysis and comparison of the characteristics of the quantity in direct proportion, and then extend it to talk about the quantity in direct proportion in life, understand the direct proportion from the perspective of abstract generalization, and break through the textbook. Students can use any letters to express themselves, and make clear the meaning of the letters used. After the students write the proportional relationship in any letter, the teacher asks the students to talk about their understanding of "y ÷ x = k (certain)".
3. In classroom teaching, pay attention to using "practice" as an example to guide students.
Sustainability assessment:
Proportional relation is an abstract mathematical quantitative relation, and it is also the change of students' thinking in understanding the mathematical world. In the introductory stage, the new knowledge exploration stage and the consolidation and promotion stage, we should give timely guidance and evaluation. Through the evaluation of each step, we can understand and master students' understanding and mastery of classroom knowledge, lay a good foundation for learning inverse proportion knowledge in the future, learn knowledge step by step with purpose and challenge, and let students feel the pleasure of learning and the feeling of success in the activities.
Through such in-depth activities and study, I think students should better master the knowledge of this unit.