I摘 要教育课程改革进行了十多年发生了巨大变化，各种教学理念、教育理论、教学手段各不相同、各具优势。新课标改革背景下，深度教学理念在这一大发展变革的背景下产生。于 2010 年开始，“深度教学”的理念走进各大实验学校，并在课堂教学改革的实验中得到了进一步的发展，打破了传统教学的观念。在理论与实践研究上取得了的丰硕成果。对于当前小学数学课堂教学缺乏深度的现状，深度教学理念的提出，对广大一线小学低年段数学教师提高教学质量具有重要的指导作用，同时，对提升学生课堂主体地位，提升小学生数学学习兴趣，引发学生独特的思考，具有重要的的启示作用。但深度教学在低年级数学课堂的实行正处于开始阶段，低年段学生适应能力较低，学习兴趣较差，思维活力较差，导致深度教学的实行存在难度，需要一线教师的共同努力。根据郭元祥教授对深度教学理念的解释，将课堂深度教学分成符号教学、逻辑教学、意义教学三者统一的教学。本研究以这三个维度为目标，对宁德师范学院附属小学的课堂教学进行分析，发现问题，进行探究。提出了相应的应对策略,策略主要以教师为对象对小学低年段“为何教”“教什么”“如何教”进行了探讨。关键词：深度教学；小学低年段；应用现状；策略AbstractThe educational curriculum reform has undergone tremendous changes over the past decade, and various teaching concepts, educational theories, and teaching methods are different and each has its own advantages. Under the background of the new curriculum reform, the concept of in-depth teaching came into being in the context of this great development and reform. Beginning in 2010, the concept of "in-IIdepth teaching" has entered major experimental schools, and has been further developed in the experiment of classroom teaching reform, breaking the traditional teaching concept. Great achievements in theoretical and practical research. For the current lack of in-depth mathematics classroom teaching in primary schools, the idea of in-depth teaching has an important guiding role in improving the teaching quality of mathematics teachers in the first-year...
