Teaching Design And Practice Research Of Mechanical Foundation In Secondary Vocational School Based On Deep Learning

In the era of the vigorous development of information,human’s way of thinking and access to information have undergone great changes.In this case,learners are required to have higher level abilities,such as knowledge transfer and application,problem solving and critical thinking.Deep learning requires learners to view knowledge critically during the learning process,actively link new knowledge with existing knowledge,and freely apply new knowledge to solve problems in practical situations.Deep learning is more in line with the modern society’s goal of talent training,while the traditional shallow learning mode can no longer meet the needs of the current era.In our country,the educational concepts and teaching models rooted in people’s hearts do not treat students as the center of learning,excessive pursuit of scores and neglect of the cultivation of students’ ability,which is the main reason that hinders students’ deep learning.By combing and analyzing relevant literature,this study systematically expounds the research on the theory,influencing factors,teaching application and measurement and evaluation of deep learning,sorts out the elements and evaluation methods of deep learning ability,and analyzes the teaching status quo of Mechanical Fundamentals in secondary vocational schools.Based on the constructivism learning theory,educational objective classification theory,SOLO classification theory and metacognitive theory,the teaching process based on deep learning is designed with the situational principle,student subjectivity principle and teacher dominance principle as the design principles.The teaching process is divided into front-end analysis,teaching activities and evaluation design.Before the implementation of teaching,this study fully analyzes the teaching objectives,content and characteristics of learners;Based on front-end analysis,teaching activities are designed,including pre-assessment,cultural atmosphere,preparation and activation of prior knowledge and acquisition of new knowledge.Finally,a teaching evaluation framework is established based on the classification level of SOLO.In order to verify the validity of this study,the control class and experimental class were selected in x secondary vocational School of Ningbo City for teaching practice.Through the analysis of the final total score,the level of final exam SOLO and the test questionnaire data,it was proved that the deep learning-based teaching design proposed in this study can not only improve students’ academic performance,but also improve students’ academic performance.It also helps students to improve their knowledge integration,transfer and application,problem solving and other aspects,and help students realize the transformation from shallow learning to deep learning.