| Deep learning is a kind of learning method with high emotional input and high behavioral input.It advocates to knowledge information for further processing,understand the inner meaning of the concept of complex and contact,actively build a personal knowledge system,effective migration and application,in order to solve the complex problems in real life,eventually to promote the full realization of the goal study and the development of higher thinking ability.-"learning case discussion teaching" is a "case study" and "team cooperation to discuss" the combination of new teaching mode,teachers in writing class "study case",will appear biological core knowledge in different situation,mainly through the "team discussion" to complete the core class knowledge generation and migration.The purpose of this study is to explore whether the "learning case-discussion" teaching model can promote the deep learning of high school biology.In this study,the students were found to have a moderate level of depth,but there were differences in their input in the four dimensions of emotion,behavior,cognition and reflection.There are differences in the investment of students of different genders and grades in the four dimensions.Among them,the reflection investment of boys is significantly higher than that of girls,and the senior high school students are significantly higher than the senior high school students in emotional input.Through the method of classroom observation,the author randomly listened to 20 classes of high school biology in the teaching school,quantified and counted the classroom behavior of teachers and students in different classrooms,and found that the high school biology classroom teaching in the school is still based on the traditional teaching model.Basically did not use "study-discussion" style teaching;The longest listening time for middle school students in the classroom is about 16.3 minutes per section,and the group cooperation study time is very short,accounting for only 6.1 minutes per section;The question and answer method is mainly based on teachers 'questions,and the frequency of discussions only accounts for about 1.2 / section.In this study,a control class and an experimental class were set up to conduct teaching experiment research.The traditional teaching model and the "study-discussion" teaching model were compared,and the differences between students in learning input,cognitive level development and academic performance were compared.The teaching practice results are as follows:(1)In terms of learning input,there is no significant difference between the control class and the experimental class in all dimensions of learning input in the middle of the experiment,and the experimental class is significantly higher than the control class in emotional input,behavioral input,and total input in the later period of the experiment.The results show that this model can significantly increase students 'emotional input in learning,increase their interest in learning and increase their sense of pleasure in learning,increase students' input in learning behavior,improve students 'overall learning input,and improve students' level of input in deep learning.(2)In the cognitive level of knowledge mastery,there was no significant difference between the control class and the experimental class in the early and middle stages of the experiment.In the later stages of the experiment,the cognitive level of the experimental class was significantly higher than that of the control class.It is shown that the model can also significantly improve students 'cognitive ability at the level of application and analysis,which is beneficial to students' cognitive ability in deep learning.(3)In terms of academic performance,there was no significant difference between the control class and the experimental class at all levels before the experiment.After the experiment,the academic performance of the students in the experimental class improved significantly more than that of the control class,indicating that the model could significantly improve the academic performance of the students.In this study,it is believed that "study-discussion" teaching can effectively promote the deep learning of high school biology. |
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