Using PBL Model To Promote Deep Learning In High School Biology Class

With the continuous development of information technology,the field of artificial intelligence not only brings convenience to people's life,but also puts forward higher requirements for learners' learning ability.The traditional learning method of accumulating knowledge by rote has been far from keeping pace with The Times.Learning to learn is much more important than simply learning knowledge.In this era of rapid development of high-tech and explosive growth of information resources,many professions are facing the risk of being replaced by machines,and many people are also facing the crisis of being eliminated by the society.Such a question prompts us to think about what kind of people should be cultivated in current education and teaching,which is the talent needed in this era? The concept of deep learning has systematically answered this question: what is needed in the information age is high-quality talents with high-level thinking abilities such as problem solving ability,critical reflection ability,active learning ability and transfer and application ability.This study focuses on using the PBL model to promote deep learning in high school biology classes.First,the connotation of deep learning is defined by combing relevant literatures,and the characteristics of deep learning and typical deep learning process model are summarized bydistinguishing deep learning from shallow learning.Secondly,based on Barrows' problem-oriented five-stage teaching process,this study proposes the general operating process of PBL model and further analyzes the reasons why the application of this model is beneficial to promoting deep learning.Thirdly,on the basis of sorting out the research status at home and abroad,a total of 9 secondary dimensions and 30 questions are designed to investigate students' deep learning level from the three primary dimensions of learning orientation,learning strategy and learning results.Through the statistics and analysis of the questionnaire survey results,this study found that the level of deep learning of the respondents was medium and low on the whole,which was embodied in low level of learning involvement,single learning method,weak ability of evaluation,critical reflection and problem solving.In addition,this study also found that there was a significant difference in the level of deep learning between male and female students,while male students were higher than female students.However,there was no significant difference in the overall level of deep learning between schools.Fourth,combining the above survey results,this study further analyzes the reasons for hindering students' deep learning in high school biology classes from three aspects: teachers,students and classroom culture.Fifth,based on Jensen and Nickelsen's DELC deep learning route,this study focuses on the five steps of PBL model: "situation creation andproblem presentation;Independent research and analysis of problems;Resource sharing to solve problems;Achievements display and expand thinking;Summary evaluation,reflection problem " to construct the practical framework to promote deep learning.In addition,this framework is introduced from specific operation routes,activities of teachers and students,and strategies.Taking the people of a journal of molecular and cellular biology required for high chapter 5 section 4 "light and photosynthesis" 3 class content as an example,I design the teaching paradigm so as to provide reference for first-line teachers' teaching.