A Research For Teaching Design And Practice To Promote Senior One Students' Chemistry Deep Learning

In today's ever changing information age,society is in badly need of innovative talents.Deep learning advocates learners to construct their knowledge actively,update their knowledge system constantly and conduct effective learning independently,that is to say,deep learning is the requirement of times and it is one of the most important goals of contemporary education.So,how to promote students' deep learning in the existing school environment has become the focus of our attention.Based on the current situation of the analysis of deep learning research at home and abroad,the text defines such concepts as "shallow learning","deep learning" and "teaching design".Under the guidance of constructivism and Bloom's taxonomy of educational objectives and based on the learning of deep learning theory and the results of the researches of predecessors,combing the learning characteristics of senior one students and her own teaching experience,the author takes "the study of teaching design to promote students' deep learning" as a starting point,carry out empirical research and mange to cultivate students to be learners who keep pace with the development of times.There were three questions waiting to be solved.In the first place,how to integrate the deep learning with every aspect of the teaching design? In addition,is the improved teaching design can promote the situation of deep learning? Last but not least,whether the teaching design that promotes the student deep learning can improve the students chemistry achievement after implementation.In order to carry out the research,it involved the questionnaire survey,the experimental and observational methods.In the first stage,the author investigated the situation about the chemical studies in the senior one from Yizhou No.1 Middle School through the questionnaire survey,which showed that the current situation about the chemistry study from senior one is not optimistic at present,including the lack of interest in chemistry study,the lack of the ability to learn autonomously and effectively as well as transfer knowledge,the lack of innovative thinking and the lack of communication on chemistry study between students.Therefore,this paper put forward three core elements of promoting the design of chemistry deep learning for senior one students: the design of deep learning goal,the design of deep learning activity,the design of continuous evaluation.The other parts were designed to serve these three elements.Deep learning objective design means that the teacher should pay attention to the students' expected learning effect before designing teaching.The teacher should first activate the students' prior knowledge,and then design learning objective based on curriculum standards and the requirements of core literacy of chemistry to guide the students' deep learning.Deep learning activity design means the teacher should design various constructive activities based on the students' prior knowledge and problems in different situations should be solved by experimenting,analysing and summarizing.Besides,the teacher should attach more importance to the depth of classroom knowledge than the capacity.The students will be able to grasp the core concepts and their higher-order thinking abilities will be developed.Continuous evaluation design will provide feedbacks for further learning activities.The author focuses on layered evaluation and students' self-evaluation.The design and use of self-evalution lists will make the students constantly pay attention to their performance during the whole process,which benefits their follow-up study session.Then the author applied the improved teaching design to the teaching process inthe experimental class through the experimental method.After half a term,the author analyzed the records of a chemistry class,and evaluated the teacher's teaching design and the students' deep learning in the course of this study.The teacher had a comprehensive plan for the teaching goals and the difficulties of the whole class,which can inspire students' thinking and pay attention to students at all levels through the setting of the situation.In the meanwhile,based on their existing knowledge and understanding,a great many students can bear knowledge in mind,do self-examination of the learning process and have a benign interaction between students.Moreover,the students have their own unique views in the learning process and be able to connect what they have learned to the practice in order to solve new problems.After a semester's experiment,I handed out questionnaires about deep learning.Compared with the control class,the experimental class did better in deep learning,especially in learning interest,motivation,cooperative communication,transfer and application of knowledge and the like.In the end,I handle all the data concerning the entrance scores and the results of the final examination after the experiment of the control class and the experimental class with SPSS.It turns out that the students in the experimental class did far better both in the average scores and excellence rate than those in the control class,with significance test of difference P=0.012.That is to say,the learning results of chemistry between the two classes differ significantly.Therefore,the experiment proves to be of positive effect.Considering the control of extraneous variables,after analyzing the students performance in class,their exam results and the latter questionnaire,I figure out that promoting Deep Learning in chemistry teaching design for senior grade one can help students better understand chemistry knowledge,promote the development of thinking and finally greatly improve their chemistry scores.It can be seen from thisthat the improvement of teachers' teaching design can effectively promote students' deep learning and improve their chemistry grades.