A Study On The Design And Practice Of Teaching Big Concepts To Promote Deep Learning In Biology For High School Students

In the face of an era when the total amount of knowledge is proliferating while the stock of knowledge is lagging behind,students tend to process information in fragments with limited energy,which in turn leads to the construction and connection of knowledge staying at the surface level and fails to improve their problem-solving ability.In order to promote students’ knowledge transfer and truly apply their learning,deep learning is an urgent need in education nowadays.In recent years,to meet the severe educational challenges,educational reforms have continuously emphasized the requirement of deep learning and promoted the concept of teaching big concepts.Focusing content on big concepts and exploring around key questions in the process of constructing concepts is a good way to promote students’ realization of deep learning.Currently,there is some research on both big concepts and deep learning in China,but little research on the combination of the two.To address these issues,this paper uses literature research,questionnaire survey,action research and interview methods to conduct a study on teaching big concepts to promote deep learning in biology for high school students,which mainly includes the following parts.First,this study discusses in detail the current situation and theoretical basis of domestic and international research on big concept teaching and deep learning,and analyzes the reasons for big concept teaching to promote deep learning.Secondly,this study compiled a questionnaire on the level of deep learning in biology for high school students from three dimensions: cognitive,interpersonal and personal,and took senior high school students in a middle school in Fuyang as the research subjects.The factors that affect their deep learning level are mainly the environment,teachers and students themselves.Finally,this paper elaborates on the theoretical basis of teaching design of big concepts to promote deep learning of high school students: deep learning route,stages of teaching design of big concepts,and basic problems around big concepts.In this study,we selected the "life course of the cell" as the teaching unit and started the teaching practice.In the practical study,two classes with no significant difference in biology performance were selected as parallel classes,and the experimental class was taught with the big concept teaching framework proposed in this study,while the control class was taught with conventional teaching.After the teaching practice,the teaching effects were evaluated by drawing concept maps,stage tests and interviews.The results of the teaching practice showed that the big concept teaching could,to a certain extent,promote the in-depth learning of high school students in biology,as shown by the fact that students could better construct the knowledge system,their motivation to learn biology was improved,and they were more willing to cooperate and communicate with others in the learning process.It is hoped that the research results of this study can provide some concepts for the practical research of large concept teaching,as well as a reference for the teaching methods of biology front-line teachers to promote the deep learning of biology for high school students.