The Status Quo And Strategy Of Junior High School Biology Teaching To Promote Students' Deep Learning

The rapid development of information technology requires human beings to have "expert thinking" and "complex interaction" capabilities.Deep learning has gradually become an effective learning concept in the information age.Students in junior high school in compulsory education are bound to come into contact with the Department of Biology.The teaching philosophy of deep learning is inextricably linked with the learning content and form of study of the biology subject.How to handle the connection between various knowledge points and develop scientific literacy while imparting knowledge,how to consolidate knowledge and apply it in life We will lay a solid foundation for future study and life.This requires that learners can do deep learning.This study starts from the concept of deep learning,uses junior high school biological classroom as a platform,observes biological classrooms,and conducts a questionnaire survey on the status of deep learning of junior high school students.It aims to explore the status quo of deep learning of junior high school students and integrates their own educational practice.Proposing some suggestions that can promote the deep learning of biology in junior middle school,gradually form a new strategy of biology teaching based on deep learning.This article mainly starts from the following four aspects.First of all,the author summarized the relevant background and theoretical knowledge of deep learning.It mainly focuses on the following aspects: origin,current situation,concept definition and theoretical basis.Based on this,the purpose,content and method of the research are introduced.The second is the investigation and analysis of the status quo of deep learning of junior high school students.First,questionnaires were compiled based on the characteristics of deep learning from ten aspects.After distributing,retrieving,and analyzing the questionnaires,we found that the weakest aspect of junior high school students today is reflexivity,followed by memory,metacognition,migration,knowledge building,and learning initiative.Classroom observations found that current biology teachers do not adopt the “forced-feeding method of teaching” approach in class,but classroom teaching still has some shortcomings.In addition,students' interest in learning biology is strong,but there is a lack of autonomy in the construction of knowledge.Then combined with the author's educational practice experience,it proposes teaching strategies to promote deep biology learning in junior middle school,and it is necessary to pay attention to cultivating some quality related to deep learning in life.The last part is to summarize and reflect on the deficiencies in this article.