High School Biology Deep Learning Using Situational Teaching Strategy Practical Research

The aim of deep learning is to improve students' advanced thinking ability and ability to solve practical problems in a complex environment.Deep learning is situational learning.Situational teaching is considered by most researchers at home and abroad as one of the most effective methods to promote students' deep learning.But based on the problem situation or social life situation,to embed the problem or task context,stimulate learners' learning motivation and interests,so as to promote the student to carry on the depth of the research study is less,such a big background,the study of the depth of the high school students learning situation,from the Angle of biology class situation are put forward to promote students to deep learning has very important significance and value.Based on the domestic and foreign research trends of situational teaching and deep learning and the research foundation of predecessors,this study applied situational teaching strategies to high school biology and explored the effects of situational teaching strategies in deep learning of high school biology.Through investigation and study,it was concluded that the following findings: first,in the experimental group compared before and after the test,the P values of six dimensions of deep learning in senior high school: learning attitude and motivation,critical understanding,connection and integration,constructive reflection,knowledge transfer and application,evaluation and creation were all less than 0.05,indicating that teaching strategies based on situational teaching could effectively improve students' deep learning;Second,in the experimental group compared with control group,the P values of four dimensions of deep learning: critical understanding,construct reflection,knowledge transfer and application,evaluation and create were less than 0.05,and the P values of learning attitude,motivation,connection and integration were all greater than 0.05,indicating that the situational teaching strategy and the conventional teaching model had similar role in promoting students' learning attitude and motivation,connection and integration;Thirdly,in the post-test results comparison between the experimental group and the control group,the P value gradually approached to 0.05,indicating that situational teaching strategy could improve students' biological performance.Accordingly,the author drawed the following conclusions:First,the situational teaching strategies of visual situation,critical situation,social life situation and probing into temperament situation couid promote the critical understanding,constructive reflection,knowledge transfer and application,evaluation and creation of the deep learning of biology in senior high school students,however,the effect on learning attitude and motivation,connection and integration was not obvious.Second,situational teaching strategies could improve students' biological performance,which further demonstrated that situational teaching mode was more conducive to the development and cultivation of students' in-depth learning ability.After the demonstration of teaching practice,in order to further improve the conclusion of this study,the author puts forward the following teaching Suggestions: First,establish the teaching goal of advanced thinking development to promote students' deep understanding;Second,create a compound teaching situation of "truth,beauty,emotion and thought" to promote students' in-depth experience;Third,attach importance to formative and developmental evaluation methods to provide feedback information for students' in-depth learning.