An Investigation On The Current Situation Of Deep Learning In High School Biology

Whether the national long-term education reformation and development outline clearly put forward the requirements about cultivating abilities of students' autonomous learning and adapting to social or the key competences of "Chinese students develop key competences",they point to today's education is lifelong education,quality education,innovative education,shallow learning has been difficult to meet the needs of social development.Accordingly,processing information deeply,constructing personal knowledge system and promoting the completion of the task by the migration of knowledge has been become a the idea of learning which keeps pace with the times,this idea is also coincide with deep learning.This paper relies on the "deep learning" theory and treats the high school biology teaching as a research platform.Taking high schools in Huaian city of Jiangsu Province as an example,in order to reveal the present situation of the current situation of deep learning in high school biology,and try to put forward the methods which can promote students' deep learning,make students in high school biology learning process better,effective learning,and promote the cultivation of students' the key competences,the writer randomly select a class of students which are from high first grade and sophomore of the three high schools of the county to make a questionnaire survey,and from the questionnaire in the class randomly select students are interviewed based on the biological performance is good,medium and poor,at the same time with the teachers' interview.To Provide the teaching research and practice direction for biology teachers,the writer analyzes the teaching characteristics and behaviors of teachers and students which can promote students' deep learning through the observation of classroom.The writer also analyzes the common teaching characteristics and behaviors of teachers and students in current classroom.The conclusions of this study are as follows:(1)The three high schools which are surveyed,the level of integration of the current situation of deep learning in high school biology is low.Analyzing the general average,the students' deep learning level of Xuyi middle school is the highest,the second is Xinma high school,the students' deep learning level of Maba high school is the lowest and lower than the overall average.Analyzing the five dimensions,there is no difference between the dimension of contact integration and the dimension of construction reflection in the three high schools.In the dimension of attitude motivation and the dimension of critical understanding,Xuyi middle school is significantly higher than Maba high school.The dimension of migration,Xuyi middle school is higher than the other two schools.(2)The biological deep learning is no significant difference in students of different grades,but the sophomore is higher than the first grade in the overall average.Analyzing the five dimensions,the sophomore is significantly higher than the first grade in the dimension of attitude motivation.The first grade is significantly higher than the sophomore in the dimension of construction reflection.There is no significance in the dimension of critical understanding,contact integration and migration.(3)The biological deep learning is no significant difference in boys and girls,but boys are higher than girls in the overall average.Boys are significantly higher than girls in the dimension of migration,while the other four dimensions do not exist significant differences.Finally,according to the survey results,combing with the students and teachers' interview conclusion,the author try to put forward some deep learning strategies from angles of the teaching idea,behavior,and teacher training which can promote students' learning:1.Transferring teachers' teaching idea from "subject standard" to "living standard" to promote the development of students' practical learning.2.Clearing The teaching objectives which can promote the development of thinking to promote students to understand learning.3.Integrating learning contents to promote students' critical learning.4.Creating learning environment which drive the authenticity of the task to promote the students' learning experience.5.Paying attention to formative evaluation to promote the students' reflective learning.6.Strengthening the construction of excellent teachers,allocating teachers reasonably and fairly.