Research On Biology Teaching Design For Promoting Deep Learning In High School

With the advent of the era of information explosion,fragmented and shallow knowledge acquisition can no longer meet the new requirements for talents in the development of the times.Deep learning is the era demand for comprehensive implementation of curriculum reform,and the discipline needs to cultivate students'biological core literacy.Using the literature research method,questionnaire survey method and classroom observation method to study the deep learning in high school biology classroom,the main content includes the following parts:First,this article discusses the current status and trends of deep learning research at home and abroad in detail,outlines the theoretical basis and conceptual connotation,essential characteristics and main evaluation methods proposed by deep learning,and analyzes the representation of deep learning in high school biological learning.Secondly,this paper compiles a questionnaire from the six dimensions of motivation and attitude,active construction,communication,transfer application,critical-reflection and metacognition.Taking a key high school student in Wuhan as the research object,it investigates the biological deep learning of high school students.The status quo,the results show that the overall deep learning status of the students is average,at a medium level,and the performance of the key class students in all dimensions is higher than that of the ordinary class,especially in the dimension of transfer application and critical reflection.The scores of the students in the key class and the ordinary class are significant The difference shows that deep learning ability has a significant positive effect on student performance.On this basis,this paper analyzes the main factors that affect students' deep learning from three aspects:school,family and individual.Finally,this article elaborated the foreign deep learning route(DELC)in detail,and combined it with high school biology teaching,and put forward the general flow of high school biology teaching design to promote deep learning.Based on' this,this study reorganized the content of the textbook according to the students'cognitive laws and the inherent logical relationship of knowledge,and carried out detailed unit teaching design and analysis on the theme of "gene transfer and expression" to provide a reference for researchers.