Research On High School Chemistry Concept Teaching Based On Deep Learning

In the era of knowledge explosion,learning is essential for personal development.Deep learning is based on the goal that learners have the key ability to adapt to the future social development,which includes three areas: cognitive domain,interpersonal domain,and intrapersonal domain.It emphasizes that learners integrate multiple information on the basis of the existing knowledge,understandably and critically construct personal knowledge systems under the influence of internal learning motivation,achieve effective migration and solve complex problems in real situations.The concept of chemistry is the foundation of the establishment and development of chemistry disciplines and an important part of the chemistry knowledge system.The concept of chemistry in high school covers a wide range,with many knowledge points,and it has the characteristics of abstraction and complexity,which puts forward higher requirements for students' cognitive level.In this regard,this study mainly explores how to promote students' deep learning in the teaching of high school chemistry concepts.Based on a literature review of the current state of research on deep learning and chemistry concept teaching,this study discusses the related content of chemistry concepts and deep learning,and establishes the connection between the two aspects of chemical subject characteristics and conceptual learning,and then explains the connotation and characteristics of deep learning in chemical concepts.In the current situation investigation section,this study compiles a high school chemistry deep learning scale based on the background of the chemistry discipline and the existing deep learning scale,and investigates the current status of high school chemistry concept teaching of deep learning based on interview outlines.The results show that most students' chemistry learning is in a transition from surface learning to deep learning.They cannot collect and integrate chemistry learning information through multiple channels.They only stay at the simple understanding level of chemistry concepts,lacking the spirit of questioning and criticism.The construction ability is weak,only surface migration can occur,and there is no flexibility and skill in solving problems.In addition,the current status of chemistry concept teaching is not ideal.Teachers lack sufficient emotional support for students,the pace of classroom teaching is too fast,and the concept teaching method is relatively simple.Combining the concept generation process and the deep learning route proposed by Jensen and Nickelsen,incorporating the connotation and characteristics of deep learning in chemistry concepts,this study constructs a path for the generation of high school chemistry concepts based on deep learning,and proposes corresponding teaching strategies for different stages of concept generation.In the concept introduction stage,teachers need to explore the students' previous concepts and determine the deep learning goals of the concepts based on curriculum standards and pre-assessments;create teaching situations and create a positive learning atmosphere to stimulate students' interest in learning.In the concept formation stage,teachers need to provide learning resources through multiple channels to assist students' information integration;trigger cognitive conflicts among students and promote critical understanding of concepts.In the concept deepening stage,teachers can design multiple problem chains to drive students' concept construction and transfer;adopt multiple teaching methods to realize the transfer and application of student concepts.In the concept evaluation stage,teachers need to implement through-type evaluation to help students develop habitual reflection.Focusing on the concept generation path and combining the teaching strategies to promote the deep learning of chemical concepts,in this study,the teaching practice of chemical concept is carried out with the example of " Amount of substance " and " Aggregate state of matter " in senior high school chemistry.Two classes in the practicum school are selected for chemistry concept teaching practice,and pre-post research data are collected.The results show that the post-test scores and deep learning scores of the experimental class are higher than those of the control class,and there are significant differences.The survey results of reflection checklists and after-class interviews further proved the feasibility and effectiveness of deep learning-based teaching strategies for high school chemistry concepts,which can stimulate students' learning motivation effectively,help students to deeply understand chemistry concepts,promote the integration and transfer of chemistry concepts,and realize the development of students' higher-order thinking ability.