深度學習視域下的初中數(shù)學單元教學設計研究
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摘 要：目前在初中數(shù)學學習中常常出現(xiàn)“懂而不會、會而不悟、悟而不深”的現(xiàn)象，針對此現(xiàn)象，文章首先以“深度學習”和“單元教學設計”為切入點進行概念梳理，闡述了二者的關系。其次給出了基于深度學習視域下初中數(shù)學單元教學設計策略，并結合教學案例進行了具體分析。
關鍵詞：深度學習；單元教學設計；案例分析
中圖分類號：G642.3 文獻標識碼：A
A Study on the Teaching Design of Middle School Mathematics Units under
the Perspective of Deep Learning
Xu Lihui Shi Jun Zhou Qunyan Qin Ruoyu Wan Changchang
School of Mathematics and Physics，Jiangsu University of Technology JiangsuChangzhou 213001
Abstract：At present，the phenomenon of "knowing but not understanding，understanding but not comprehending，comprehending but not deep" often occurs in junior high school mathematics learning.In view of this phenomenon，the article firstly takes "deep learning" and "unit teaching design" as the starting point for conceptual combing，and explains the relationship between them.Secondly，it gives the teaching design strategy of junior middle school mathematics units based on the perspective of deep learning，and makes a concrete analysis with teaching cases.
Keywords：deep learning；Unit teaching design；Case study
1 問題提出
在教育實習期間，筆者在批改作業(yè)時，經(jīng)常發(fā)現(xiàn)一些數(shù)學成績中等及偏下的學生出現(xiàn)始料未及的錯誤。（剩余5190字）