Practical Research On Situational Teaching To Promote Deep Learning Of Biology In High School

Cultivating high-quality talents with innovative ability,active thinking ability,and deep learning ability is a new requirement for talent training in the new era so situational teaching is very important.Situational teaching plays an important role in the realization of deep learning goals.How to create a situational teaching strategy in the current classroom to point to deep learning is a problem that needs to be considered and solved.Therefore,the research topic of this thesis is to promote deep learning of biology in senior high school by situational teaching.The strategy of situational teaching finally achieves the purpose of promoting deep learning.This thesis firstly summarizes and summarizes the research status and research methods of situational teaching and deep learning,and then defines the concepts of context,situational teaching and deep learning,and expounds the theoretical basis of this thesis.Then this research uses a questionnaire to investigate the current situation of high school students’ biological deep learning.The results show that students’ autonomous learning ability needs to be strengthened;although students realize the importance of understanding memory,their will and behavior need to be improved;interdisciplinary transfer and extension knowledge transfer ability is much lower;students’ internal motivation for learning is insufficient;Students rely too much on the authority of the teacher so that they have weaker critical and questioning skills.This research analyzes the content situation types of high school biology compulsory one textbook,which is divided into five types,namely experimental course situation,model construction course situation,science history course situation,and inquiry course situation,Social life course situation,and analyze the position,content and characteristics of each situation in the textbook.Then puts forward strategies to promote deep learning in situational teaching based on the analysis of situational courses: focus on students and pay attention to all students;creates cognitive conflicts to deepen students’ cognition;opens up learning space and deepen learning experience;sets the overall goal points to the core literacy;refines the types of courses and enriches the teaching strategies.Teaching design based on course types and strategies to promote deep learning in situational teaching aims to provide case references for situational teaching.Select a case design to conduct practical research on the promotion of deep learning by situational teaching.Through the analysis of the thesis-and-pencil test,the drawing of concept maps,and student interviews in the experimental class and the control class,the results show that effective situational teaching can significantly improve students’ ability to learn in depth..