Application Of Deep Learning In Chemistry For Senior High School Students Based On Ill-structure Problem Solving ——Taking "Elements Compounds" As An Example

With the advent of information age and knowledge economy age,the society has put forward new requirements for talent training.The basic education reform proposes to deepen the curriculum reform,implement the core literacy,emphasize the cultivation of students' learning ability,change students' learning mode to meet the needs of future social development.Deep learning enables students to deeply understand and process knowledge,creatively transfer and apply knowledge to solve problems,and form higher-order thinking,which is conducive to the cultivation of students' learning ability and the transformation of learning mode,making lifelong learning possible.Therefore,deep learning is an important way to effectively promote education reform,ensure the implementation of the cultivation of core literacy,and meet the needs of talent cultivation.The research shows that students can be guided to participate in the process of solving problems and deepen their understanding and application of knowledge by creating problem situation and taking ill-structured problem as the guidance.The process of solving ill-structured problem reflects the situational,constructive and transference of knowledge,and ultimately points to deep learning.Based on the ill-structured problem solving theory and deep learning theory,this study first expounds the feasibility of promoting students' deep learning based on ill-structured problem solving,summarizes the teaching principles,strategies and steps based on ill-structured problem solving,and carries out teaching design and applies it to the teaching of chemical elements and compounds in senior high schools.This paper examines the practical effect of the teaching based on ill-structured problem solving promoting students' deep learning.The first part of the paper describes the research background,status and significance of this paper.The second part illustrates the relevant concepts and theoretical basis of the research.The third part,through literature analysis,finds the internal relationship between the process of ill-structured problem solving and the mechanism of deep learning and explains the feasibility of promoting students' deep learning based on ill-structured problem solving.The fourth part summarizes the design principles,strategies and steps of teaching based on ill-structured problem solving,carries out specific teaching case design and applies it to actual teaching,and uses quasi-experimental method,interview method and questionnaire survey method to test the teaching effect.Finally,the change of students' deep learning results and academic performance before and after teaching is analyzed through questionnaire survey and interview results.The fifth part is the research conclusion and prospect.According to the results :(1)with the analysis of deep learning results,the deep learning motivation' average score,strategies' average score and results' average score of experimental class students increase after teaching,while the surface learning motivation' average score,strategies' average score and results' average scores decrease with significant changes.It shows that after the teaching based on ill-structured problem solving,the students gradually change from the original shallow learning direction to the deep learning direction.(2)with the analysis of the interview results,the teaching based on ill-structured problem solving effectively improves students' classroom participation,stimulates students' learning interest,helps students improve their problem-solving ability and cultivate their intrinsic motivation,promotes students' deep learning,and has a good classroom application effect.