Research On High School Biology Concept Teaching Strategies Based On Deep Learning

In the era of knowledge economy,deep learning has become the trend of The Times to conform to the reform and development of education.In the process of senior high school biology teaching reform,biology concept teaching plays an important role,which is the key to cultivate students' core quality of biology.However,the current situation of biology concept teaching in senior high school is not optimistic,and the practical dilemma is becoming more and more prominent.There are many drawbacks that violate the concept and direction of curriculum standards and deviate from the core accomplishment of biology.This makes the research start to think about what kind of biology concept teaching should be in high school.Deep learning is a learning process and learning result that promotes learners to achieve balanced development in cognitive,interpersonal and personal domains.It aims to develop learners' higher-order thinking ability,thus promoting the effective construction of knowledge and achieving problem solving.Starting from the theoretical connotation of biology concept teaching,its essential focus is to help students understand concepts deeply,promote students to construct conceptual knowledge system,strengthen students' ability to transfer and use concepts to explain biological phenomena and solve practical problems,and cultivate students' habit of active learning,summarizing and reflecting.This coincides with the characteristics of deep learning.In other words,the concept of biology teaching in senior high school is supposed to promote students' deep learning.Focusing on three elements of teaching activities,the value function of biology concept teaching in senior high school to realize deep learning is shown as the teaching objective pointing to meaningful learning,the teaching content promoting advanced learning and integrated learning,and the teaching process focusing on understanding learning and experiential learning.Therefore,this research takes deep learning as the guidance,reconstructs and designs the concept teaching of biology in high school,constructs the structure system of concept teaching of biology in high school based on deep learning,and aims to guide the concept teaching of biology in high school to better promote students' deep learning.Focusing on teaching objectives,teaching content and teaching process,the research describes the deep learning pattern of biology concept teaching in senior high school through literature method.At the objective level,the teaching of biology concept based on deep learning in senior high school points to the meaning construction of biology concept in the cognitive field of students.Enhance the ability of cooperative exploration,communication and coordination in the interpersonal field;The overall and sustainable development of core biology literacy in the individual area benefits students throughout their lives.At the content level,high school biology concept teaching based on deep learning can touch the essence of conceptual knowledge,dig out the deep meaning hidden behind the concept from the outside to the inside,grasp the biological ideas and methods contained and permeated in the process of concept formation,and integrate the generation logic of biology core literacy.It includes the conceptual knowledge form formed by the connotation and hierarchical structure of biological concepts,the conceptual activity form formed by biological thoughts and research methods,and the conceptual value form formed by the core literacy and internal logic of biology.At the process level,the concept teaching of high school biology based on deep learning can help students get out of the learning fence of "concept understanding",open up a new road of transition from "concept understanding" to "concept transfer",and move towards the meaning generation process of "concept evaluation" and "concept reflection".It includes the stage of concept perception introduction,the stage of concept experience formation,the stage of concept understanding construction,the stage of concept transfer and application,and the stage of concept evaluation and reflection.However,in view of the reality of high school biology concept teaching,there are still many impediments to students' deep learning.The research takes the structural system of high school biology concept teaching based on deep learning as the theoretical basis,compels the interview outline as the survey tool,and carries out interviews with high school biology in-service teachers,so as to describe the status quo,diagnose problems and analyze the causes of deep learning based senior high school biology concept teaching.Through interviews,it is found that the teaching objective focuses on the development of students' cognitive field,the teaching content touches on the knowledge form and activity form of concepts,and the teaching process pays attention to the perceptual introduction,experience formation and understanding construction of concepts.However,compared with the ideal pattern based on deep learning,high school biology concept teaching still has some obvious problems,such as the formalization of concept teaching,the facets of deep learning,the shallow level of concept learning,the ambiguity of pre-concept and the faulting of concept system.The reasons are as follows: teachers lack rational understanding of concept teaching,teachers have misunderstanding of deep learning,students lack the ability of deep understanding and transfer of concepts,teachers' concepts before laying and students' concepts before memorizing are confused,and the three-level concept system is isolated by teachers,which leads to its disconnection.Promoting students' deep learning is the value appeal of biology concept teaching in senior high school.Therefore,from the perspective of deep learning,we reconstruct and design high school biology concept teaching,and construct a structural system of high school biology concept teaching based on deep learning.However,the reality of biology concept teaching based on deep learning is not satisfactory,and the existing shortcomings go against the original intention of promoting students' deep learning.Therefore,to ensure the effective implementation of the structural system based on the concept teaching of high school biology is the only way to realize the concept teaching of high school biology and promote students' deep learning.Through the case method,this paper discusses the strategies of high school biology concept teaching to promote deep learning,including three dimensions: target strategy,content strategy and process strategy.By establishing the concept teaching objectives that integrate curriculum standards and pre-assessment,organizing the concept teaching contents with clear context and rich meaning,and implementing the concept teaching process oriented to the overall mechanism of deep learning,we can ensure that students' deep learning actually takes place in the concept teaching of high school biology.