Practical Research On Demonstration Teaching Of High School Biology Directed To Deep Learning

Deep learning is a learning method that focuses on students’ emotional investment,involving critical thinking,information integration ability,knowledge transfer application ability,and metacognitive ability.Argumentative teaching refers to a teaching process in which teachers guide students to put forward opinions based on data,treat different views of others dialectically,and construct knowledge in questioning and rebuttal.The use of argumentation teaching in high school biology teaching to build student-centered classrooms helps students develop higher-order thinking,improve scientific inquiry ability,and understand the nature of life.This is consistent with the direction of biology teaching reform and deep learning.Have inherent consistency.By consulting literature and related books and materials,this research understands the research status of deep learning and argumentation teaching,sorts out related concepts and theories,and combines teacher interviews and investigation and analysis of the biology deep learning situation of high school students,and proposes to point to deep learning Demonstration-based teaching should be based on the demonstration-based teaching model,focusing on context creation and reflection and summary.On this basis,the content suitable for the demonstration-based teaching should be selected for teaching practice,and the students’ deep learning situation should be analyzed.（1）Through the analysis of the pre-test and post-test data of the experimental class’ s deep learning situation,it is found that the P values in the five dimensions of motivation and attitude,active construction,critical thinking,knowledge transfer and metacognitive ability are all less than 0.01,and the difference between the pre-test and post-test is extremely significant,Which shows that after the demonstration teaching practice directed to deep learning,the experimental class has significantly improved in all dimensions of deep learning.（2）Before the experiment,an independent sample test was performed on the biological scores of the experimental class and the control class for the first monthly exam,and P>0.05,indicating that there was no significant difference in the results of the two classes;after the experiment,the midterm exam（P>0.05）,the test results are statistically analyzed,and it is concluded that the short-term demonstration teaching has no significant impact on student performance,but the average score of tthe control class is lower than that of the experimental class,and the experiment in the final exam,there is a significant difference between the biology performance of the class and the control class（P<0.05）,which shows that the argumentation teaching directed to deep learning can significantly improve student performance.（3）Sort out the questions that reflect the dimensions of deep learning in the first monthly and final exam papers,and analyze the scores.The results show that before the experiment,P>0.05,and there is no significant difference in the deep learning scores of the two classes;After the experiment,P<0.05.Compared with the control class without demonstrative teaching,the scores of the deep learning exercises in the paper-and-pencil test of the experimental class are also significantly different,and the average score of the single item is also significantly higher than that of the control class..It shows that the demonstration teaching model used in this research can promote students to achieve deep learning.Combining investigation and analysis and teaching practice,we put forward suggestions on high school biology demonstrative teaching towards deep learning: first,strengthen the reserve of professional knowledge and integrate with the reality of life;second,grasp the depth and breadth of teaching,and conduct teaching reflection;third,control classroom discipline and rhythm,and give correct guidance.