| In recent years,with the development of the economy and the continuous progress of the society,the country and society have also put forward new requirements for personnel training,and more emphasis has been placed on cultivating people’s thinking ability,problem-solving ability and innovation ability.Deep learning emphasizes acquiring new knowledge on the basis of understanding,making connections between old and new knowledge,and transferring knowledge to real situations to solve problems,so this process helps to cultivate students’ abilities in these aspects,and it meets the requirements of modern society for talent training.Deep learning as a teaching concept,"invisible and intangible",can only be reflected in teaching practice through an "intermediary".At this time,teaching design can be used as this "intermediary",so teaching design is to implement deep learning.Based on the above reasons,this research focuses on the design of chemistry teaching from the perspective of deep learning,and provides a reference for researchers and front-line teachers who conduct chemistry teaching from the perspective of deep learning.The thesis mainly includes the following parts:First of all,the author reviews the relevant literature to clarify the research questions,ideas and methods.After defining the connotation of deep learning and the difference between shallow learning and deep learning,the characteristics of deep learning are summarized from four aspects:learning content,learning method,learning process and learning result: in terms of learning content,knowledge has a certain depth and relatively;in terms of learning methods,students can learn actively and autonomously;in terms of learning process,students use higher-order thinking and participate whole heartedly;in terms of learning outcomes,students’ cognitive structure is improved,and their higher-order thinking ability is continuously developed.Secondly,combined with the "deep learning route","features of deep learning" and the characteristics of chemistry,it analyzes how to infiltrate deep learning in instructional design,and then builds a chemistry instructional design model from the perspective of deep learning:select unit learning topics;unit teaching objective design;teaching activity design;teaching evaluation design.Based on this model,a case study of the unit teaching design of "Redox Reaction" was developed.Then,during the practice period,a group of parallel classes in the first grade of the school were selected as the experimental class and the control class to carry out teaching practice.In order to test the teaching effect,the author used "Redox Reaction Test Paper" as a quantitative test tool,supplemented by student interviews as a qualitative supplement to conduct an investigation.The research found that the overall performance of students in the experimental class was significantly better than that of the students in the control class in terms of teaching effect,so the chemistry teaching design model from the perspective of deep learning is reasonable.And then specific to the differences between the two classes at different inspection levels,it is found that there is no significant difference between the students in the experimental class and the students in the control class in levels 1-2(memory comprehension,simple application),but there is significant difference in levels 3-4(integration transfer).Therefore,both deep learning-based teaching and traditional teaching can promote students’ memory,understanding and simple application of knowledge,but deep learning-based teaching can significantly promote students’ integration,migration and comprehensive innovation of knowledge,and then promote the improvement of students’ cognitive structure and the development of higher-order thinking ability,and realize deep learning.However,society is progressing and knowledge is developing,deep learning is a continuous process,and content will be generated continuously.Only continuous research and active practice can truly promote students’ deep learning.Finally,the author reflects on the shortcomings of this research and puts forward research prospects. |
