Research On Unit Teaching Design Of Biology Pointing To Deep Learning And Its Application In Senior High School

In the context of new curriculum reform,the deep learning of students in teaching is an inevitable requirement for the overall landing of curriculum reform,and is a scaffolding for "teaching reform",which is also the need to implement the core of biology disciplines.In the current high school biology class,the teachers have aware of the concept of deep learning,but they still do not know how to effectively promote the deep learning of students,and the student’s shallow learning phenomenon is generally existed.Therefore,in high school biology teaching,it has a strong sense and value in unit teaching research that promotes students’ depth learning in high school biology.This thesis uses the literature research method,the questionnaire survey,the research method of educational experimental law,and research on Bloom’s taxonomy of educational objectives,Constructivism,and Situated cognition.Through analysis of research status combing at home and abroad,the conceptual connotation,evaluation indicators and teaching strategies of deep learning,and the rise of unit teaching,significance,design ideas and unit learning activities,etc.,the use of problem-oriented unit teaching,development of localization the unit teaching process can promote students ’deep learning and cultivate the core of students’ biology disciplines.In order to investigate the current situation of students’ in-depth learning,a questionnaire was compiled according to the self-made scale,and the questionnaire method was used to investigate the current situation of in-depth learning of senior one students in a senior high school in Jinan.The students’ in-depth learning level was investigated from the four dimensions of self-evaluation,interpersonal communication,in-depth understanding and high-order thinking.The results showed that the students’ overall in-depth learning level was low,and then put forward corresponding solutions to the problems existing in students’ in-depth learning,that is,give full play to the role of student groups,dig deep into the logical relationship of knowledge,build a problem driven teaching situation,pay attention to thinking training and diversified evaluation.Combined with the investigation and analysis of the current situation of senior high school students’ biology in-depth learning,and on the basis of clarifying the differences between unit teaching design and class teaching design,this paper puts forward five elements of unit teaching design pointing to in-depth learning,including unit teaching theme,unit teaching goal,unit teaching strategy,unit teaching process and unit teaching evaluation,and makes systematic planning and theoretical research on each element.Based on the above theoretical research,the unit teaching example of "cell energy conversion-cell respiration and Photosynthesis" is designed,and the teaching experiment is carried out.The experimental results are obtained by comparing the questionnaire survey results before and after the experiment and the changes of students’ academic performance.The results show that the unit teaching design proposed in this paper to promote students’ in-depth learning has a good effect,especially in interpersonal communication Deep understanding and high-level thinking have significant effects.