Research On High School Biology Teaching Design Based On Deep Learning

The 21 st century is an era of information and science and technology,which has set new standards for talents.Learners should not only stay in shallow learning,pursuing the very mastery of knowledge,but also develop to higher levels of deep learning.They should learn how to learn,to learn lifelong,to focus on active construction of knowledge,to transfer applications and to develop critical higher-order thinking.Deep learning is an important way to promote the comprehensive development of individual learners in the new era.This research mainly explores how to apply deep learning in the design of biology teaching in high school to promote students’ deep learning ability.Through the literature research method,the theoretical foundation and current research status of deep learning are analyzed,and the main characteristics of deep learning are summarized as follows: active knowledge construction,intrinsic motivation of learning,training students’ critical thinking ability,emphasizing transfer and application of knowledge and participation of meta-cognition.Combining deep learning routes of foreign countries into biological teaching,the general process of high school biology teaching design based on deep learning is formulated.Take the4 th chapter of the senior high school biology compulsory book No.1 in Jiangsu Education Edition,“Photosynthesis and Cellular Respiration”,as a case study,quasi experimental research method was used,where conventional teaching method was conducted in control class,while high school biology teaching design based on deep learning was conducted in experimental class.Students’ grades in biology and“Questionnaire on Deep Learning Situation” were regarded as measurement tools,and data from pre and post experiment was collected,then an independent sample t-test was performed and the conclusion was drawn after data analysis.The research result showed that: before the experiment,there was no significant differences between the biological grades of the students in the experimental class and the control class.After the analysis of the “Questionnaire on Deep Learning Situation”,it could be found that there was no significant differences in each dimension of deep learning between the experimental class and the control class,so the experiment could be carried out.After the experiment,the biological grades of the students in the experimental class and the control class were analyzed,which showed the average biological scores in the experimental class were clearly higher than thosein the control class,and the difference was significant.The analysis of all dimensions of deep learning showed that students’ average values of the dimensions of “learning motivation”,“active knowledge construction”,“critical thinking ability”,“knowledge transfer and application ability”,and “meta-cognitive ability” in the experimental class were all higher than those in the control class,and the differences were also significant.The experimental results prove that after three months of experiments,the students in the experimental class basically meet the characteristics of deep learning.The teaching design of high school biology based on deep learning can promote students’ deep learning ability and then improve their biological performance.