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| shallow learning | deep learning | |
| Learning process comparison | The question put forward | Not sensitive to the problem situation, it is difficult to find mathematical problems, and the problems are of low quality | It can find mathematical problems from complex real situations and put forward a large number of problems with high quality |
| Knowledge discovery | Knowledge acquisition depends on passive acceptance, and the active inquiry process becomes a mere formality | Under the guidance of teachers, student purposefully discovers knowledge independently and emphasizes the initiative of learners | |
| Knowledge understanding | Emphasize reciting memory and ignore knowledge understanding | Understand knowledge in many aspects, at a deep level and in a wide range of connections, and memorize based on understanding | |
| Trouble shooting | Emphasize problem-solving steps, ignore thinking methods, and know it but don’t know why | Based on standardized problem solving, pay attention to thinking training, method migration, know its what, and know its why | |
| Knowledge summary | Scattered summary, difficult to form a system, it is not conducive to the consolidation of knowledge | Adopt the way of classification, connection, and logical criticism to construct an accurate, complete, and systematic knowledge system | |
| Knowledge application | Through imitation training, it aims to solve a problem | Pay attention to knowledge transfer and use it flexibly in order to solve a kind of problems | |
| Learning characteristics comparison | Learning motivation | Mainly with external motivation, they passively accept learning as influenced by external rewards and punishments, and have a low interest in the learning content itself | Mainly with internal motivation, they actively participate in learning, learning is to meet the internal needs of the individual |
| Learning engagement | Invest less time and energy, and have less enthusiasm | Focus, high learning investment, and can independently plan the learning tasks and progress | |
| Thinking characteristics | The One-sided, isolated, mechanical view of knowledge | View knowledge overall, connected, and critically | |
| Learning scope | Learning in class, the depth and breadth of learning is limited to the textbook | The time and space, depth, and breadth of learning are greater than the shallow learning | |
| Memory characteristics | Mechanical memory, mainly by recitation | Understand memory, memory mode diversity | |
| Learning form | Mainly to accept learning, Lack of cooperation, communication, and independent exploration | Rich learning content, diverse ways, and pleasant experience | |