Research On Instructional Design Of Biological Deep Learning Based On Conceptual Transformation

With the advent of the information age,citizens need to master more accurate information and have the ability to process it in order to serve the modern society.Therefore,the previous superficial learning that only focuses on knowledge memory has long been unable to meet the needs of contemporary people,while deep learning is becoming more and more popular among contemporary people.In order to make students learn scientific concepts better,teachers must understand students' pre-scientific concepts and take some measures to transform them into correct scientific concepts.This process is called "Concept Transformation".According to relevant studies,there is an inseparable relationship between deep learning and conceptual change: the core of deep learning is conceptual change,and the cognitive result of deep learning is conceptual change.The research attempts to design and develop deep learning designs based on concept transformation from the connection between deep learning and concept transformation,in the hope of finally realizing deep learning through concept transformation.Firstly,the research background of deep learning and concept transformation is introduced,and the relationship between them is expounded.The purpose,significance,ideas and methods of the research are determined.This paper introduces the related theories of deep learning and concept transformation,which lays a foundation for the subsequent development of instructional design ideas.After the transition from the concept and perspective of the relationship between deep learning,according to the Yin Chang Hong put forward "Piaget-Biggs" deep learning evaluation model on the order of the process description,and combining with the repair process of the existing problems,the writer developed based on the concept change of deep learning teaching design thinking,mainly consists of two parts,preliminary analysis and the teaching process.The preliminary analysis part includes the following three steps:(1)clarify the concept of this chapter;(2)explore students' pre-scientific concepts;(3)evaluate the learning level.The teaching process consists of eight steps: attraction,restatement,review,traceability,abstraction,reconstruction,transfer,and evaluation.According to this idea,the teaching case design and teaching practice are carried out for each section in the third chapter of the biology compulsory class "the basic structure of cells".The objects of teaching practice are four classes in Qu fu No.1 Middle School,two of which are the experimental group and two of which are the control group.When teaching the experimental group,teachers adopt the teaching design of biology deep learning based on concept transformation.When teaching the control group,the conventional teaching design was adopted.Before the formal teaching,pre-test papers are issued to students to explore their pre-science concepts.In addition,a biological deep learning survey scale is issued to students to estimate their deep learning level.After the teaching,the post-test paper was issued to students to detect whether the concept change had taken place,and the biological deep learning investigation scale was again issued to detect whether deep learning had taken place.Use SPSS23.0 to process and analyze the collected data to test the teaching effect.The research results show that the teaching effect of deep learning based on concept change is significantly higher than that of conventional teaching.It is not only conducive to the concept change of students,but also significantly improved in learning attitude,learning style,knowledge construction,transfer and application,critical analysis and other aspects.Therefore,deep learning can be achieved.