Investigation On The Current Situation Of Biological Deep Learning In Senior High School Students

It requires more competent talents as human beings are entering the intelligent information age with the development of science and technology.At the same time,cultivating students' core competence has become the aim of new round of curriculum reform in China after the Core Competencies and Values for Chinese Students' Development was proposed.The New Biology Curriculum Standard published by China's Ministry of Education in 2018(2017 edition)put forward the new concept of “core competence of biology subject”.Cultivating students' core competence of the biology subject through the teaching requires teachers to guide senior high school students to have in-depth learning.Deep learning emphasizes on students' understanding and transfer of knowledge,which plays an important role in promoting high school students' core competence of biology subject.From this point of view,deep learning has become the educational appeal of this era.In order to better promote senior high school students' deep learning through biology teaching,this study adopted the Senior High School Student Bio-Deep Learning Questionnaire to investigate the current senior high school students' deep learning in biology subject.It took the students of Grade one and the second-degree science class from three high schools in Kaifeng as the research subject.The data collected was analyzed in detail by SPSS.20.Then,it found out senior high school students' biological depth learning status through the statistics of various dimensions of the questionnaire.It was found that senior high school students' overall biological deep learning is at a medium level,and senior high school students' biological learning is dominated by shallow learning motivation and deep learning strategies.Through the difference test analysis,it was further found that there are significant differences in gender,grade,biological performance and school category.To be specific,boys are more inclined to have deep learning,while girls tend to have shallow learning during the biology learning.Students who get high scores in biology are more inclined to have deep learning than those under-achieving students.Senior high school students in provincial model schools are more likely to conduct deep learning than students in non-provincial demonstration schools during the biology learning.There is no significant difference in biological depth learning among high school students with different family conditions.In order to better promote students' deep learning through teaching,this study analyzes the factors that affect senior high school students' deep learning.According to the "Deep Learning Influence Factor Structural Equation Model" constructed by Fu Yining,it explored the influence factors of senior high school students' biological deep learning from three aspects: learning conception,metacognitive ability and teaching experience.From the relevant analysis of various factors,comprehensive learning conception,metacognitive ability and teaching experience,they separately have a positive correlation with senior high school students' biological depth learning.However,there is a negative correlation between these three factors and shallow learning.From the result of multivariate regression analysis,applied knowledge learning conception have greater influences on senior high school students' biological depth learning than metacognitive ability and teaching experience.According to the research on the influencing factors of senior high school students' biology deep learning,Following suggestions are put forward for promoting senior high school students' biology deep learning: Help students form right understanding on biology learning;Improve senior high school students' classroom experience and promote their deep learning;Cultivating senior high school students' metacognitive ability through biology teaching;Stimulate high school students' intrinsic motivation of learning biology through biology teaching.