Research On The Transformation Strategy Of "misconception" In High School Biology Teaching Based On Deep Learning

High school biology concepts have the characteristics of "complexity,disarray and difficulty",students are easy to form concepts that are inconsistent with scientific concepts,namely misconception.Therefore,exploring students' misconceptions before class and using effective transformation strategies to help students change misconceptions in teaching activities are the necessary premise of establishing scientific concepts.Deep learning emphasizes that learners conduct critical learning on the basis of in-depth understanding of what they have learned,and then integrate it into the original cognitive system.After a high-level thinking process,they transfer and apply the learned knowledge and skills,and finally solve the problem.Therefore,the purpose and focus of this paper is to investigate students' misconceptions,sort out the transformation strategies of misconceptions,and build a strategy for the transformation of misconceptions in the process of deep learning.This study adopts the methods of literature research,investigation,empirical research and other educational research methods.Firstly,through the literature research method,this paper combs the relevant research status of misconception,conceptual change and deep learning,and understands the existing misconception transformation strategies,relevant research trends and research results of deep learning.The study found that the exploration of misconception in senior high school biology teaching is not comprehensive,and there are few empirical studies on the combination of deep learning and misconception transformation strategies.Therefore,this study selects the learning unit of "material input and output of cells" as the material for investigation and teaching practice,and carries out the investigation and research of misconceptions and empirical research of concept transformation.Secondly,using the interview method and three-stage questionnaire to diagnose and analyze students' misconceptions in this learning unit,and summarize the misconceptions held by middle school students in the learning unit of "material input and output of cells".After analysis,it was found that the causes of students' misconceptions mainly include students' shallow learning,students' single learning methods and teachers' shallow teaching.Finally,this study integrates the three strategies of the transformation of misconceptions into the process of deep learning,and constructs the path of transforming misconceptions in the process of deep learning.After five times of teaching,through the comparison of the conversion rate of misconceptions,the results of unit test papers and final academic results between the experimental class and the control class,it is found that the transformation strategy of integrating misconceptions in the process of in-depth learning is of positive significance to promote the transformation of students' misconceptions and the improvement of academic performance compared with the traditional concept teaching.At the theoretical level,this study attempts to combine the concept of deep learning with the transformation strategy of misconceptions,and constructs the path of transforming misconceptions in the process of deep learning,which enriches the theoretical research on the transformation of misconceptions to a certain extent.At the practical level,the misconceptions of students in the learning unit of "material input and output of cells" and the transformation path of misconceptions based on the deep learning process explored in this study have a certain reference value for front-line biology teachers to carry out targeted concept transformation teaching.