INSTRUCTIONAL DESIGN OF TRIGONOMETRIC FUNCTIONS IN HIGH SCHOOL UNDER THE THEORY OF DEEP LEARNING
DOI:
https://doi.org/10.5281/zenodo.17250527Keywords:
deep learning, teaching design, trigonometry functionAbstract
Deep learning is a learning method that emphasizes the active participation and development of critical thinking by students. Compared with shallow learning, deep learning emphasizes the deep processing of knowledge by students, actively constructs knowledge to form knowledge structures and internalizes them, and can successfully extract and solve problems. This article studies the instructional design of functions from the perspective of deep learning, investigates the current situation of high school students learning trigonometric functions through a questionnaire survey, analyzes the problems that high school students have in learning trigonometric functions, and finds that students still have obvious shortcomings in knowledge understanding, critical thinking, knowledge integration, and transfer application. This article analyzes the reasons and countermeasures for the problems encountered in the investigation, and explains how to use deep learning theory to guide the instructional design of trigonometric functions
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