A Practical Research On The Effect Of "5E" Teaching Model For Deep Learning Of High School Biology

The "General High School Biology Curriculum Standards(2017 Edition)" proposes that education should be aimed at developing students’ core ability of biology disciplines,namely learning ability,innovation ability and problem-solving ability.The ultimate goal of deep learning is to develop students’ critical thinking and skills in solving problems.Therefore,as an effective way,deep learning can cultivate students’ core ability in biology,which is necessary for the curriculum reform.Classes play an important role in students’ learning.The cultivation of students’ core ability in teaching is closely related to the "5E" teaching mode,which is an question-based teaching mode based on constructivism.Each of its teaching links focuses on fully excavating students’ dominant position,guiding students to think and study like scientists,and guiding students to deeply understand and grasp scientific concepts.This is similar to the concept of deep learning.This research focuses on using the "5E" teaching model in biological classes of high middle school in order to promote the implementation and practice of deep learning,and aims to make students truly become the masters of the classes and promote the students’ core ability.This article defines the concept,characteristics and research status of the "5E" teaching mode and deep learning by combing the domestic and foreign literature of the "5E" teaching mode and deep learning.Secondly,it analyzes the reasons why the use of the "5E" teaching model is beneficial to the promotion of deep learning,and clarifies the theoretical basis of the research.Third,through a large amount of literature analysis,based on the characteristics of deep learning,the "High School Biology Deep Learning Survey Questionnaire" was compiled from the three dimensions of the cognitive domain,the interpersonal domain,and the personal domain.The first grade students of a provincial first-level middle school in Guangzhou City,Guangdong Provinceis the research object,and investigates the status quo of students’ deep learning in biology.After investigation and analysis,it is found that the biology deep learning level of high school students is low,and the development of various dimensions is uneven.Fourth,according to the general process of the "5E" teaching model and the characteristics of deep learning,a teaching strategy based on the "5E" teaching model to promote deep learning is proposed from the five links of engagement,exploration,explanation,elaboration and evaluation.Engagement:(1)Focus on linking with the reality of life(2)Create problem situations;Exploration:(1)Question guidance to promote students’ true inquiry(2)Use scientific history to drive in-depth inquiry(3)Increase classroom openness,Let students truly participate;Explanation:(1)teachers and students discuss,construct a model(2)focus on understanding new knowledge from multiple angles;(3)respect students and encourage students to express the results of inquiry;Elaboration:(1)Layered exercises,Deepen understanding(2)Connect with life,use knowledge(3)Design open questions,and let thinking wings fly;Evaluation:(1)Diversified evaluation methods,multiple evaluation subjects(2)Integration of performance evaluation(3)Infiltration of metacognition Strategies to promote reflective learning.Finally,through the concept map,performance evaluation,questionnaire method and student interview method to analyze the effect of students’ deep learning.The results show that the "5E" teaching model can promote students’ deep learning to a large extent,and the dimensions of students’ connection and integration,critical thinking,problem solving,effective communication,teamwork,learning motivation and investment,and reflective ability are all significantly improved,but the effect of the dimension of knowledge construction is not obvious.In general,the "5E" teaching model can promote the deep learning of biology for senior first year students.