Research On High School Biology Concept Teaching Strategy Based On Promoting Students’ Deep Learning

With the rapid development of the times,traditional teaching concepts and methods unable to meet the needs of current society for talent cultivation.The active critical construction of deep and comprehensible knowledge information,as well as the application of knowledge to solve practical problems,are the abilities that learners must possess in current and future society.Deep learning aims to cultivate key abilities to adapt to the future of society.It mainly involves the development of three dimensions:cognitive domain,interpersonal domain,and personal domain.It emphasizes that learners can analyze and compare information,conclude and summarize information,and critically transfer and apply and construct knowledge under the drive of intrinsic motivation.The biological concepts is not only the foundation of the development of biology discipline,but also an important part of biology learning.The biological concepts in senior high school are trivial,abstract and complex,which have high requirements for students’cognitive level.Therefore,this research mainly explored how to promote students’ deep learning in high school biology concept teaching.In this study,through analysis of the current research status related to deep learning and concept teaching,the relevant content of deep learning and concept teaching was elaborated,the implicit relationship between deep learning and concept teaching was clarified,and it was showed that deep learning had an important value function in promoting students’ biological concept teaching,and biological concept teaching could promote students’ deep learning.In the part of current situation investigation,this study developed a high school biology deep learning scale based on the characteristics of biology disciplines and relevant scales,combined with questionnaires and interviews to understand the current situation of deep learning in high school biology concept teaching and high school biology concept teaching.The results indicated that,from the perspective of students,most students had unclear conceptual analysis and shallow understanding of high school biology concepts,could not grasp the connotation and extension of concepts well,and lacked the ability to actively construct concepts,most students can use knowledge to explain biological phenomena in real life,but some students still cannot transfer concepts flexibly to solve practical problems..From the perspective of teachers,teachers faced with challenges when carrying out concept teaching based on deep learning.On the one hand,teachers lacked professional theoretical training and had not a thorough grasp of the concept of deep learning,so they could not apply it into teaching practice.On the other hand,teachers could not flexibly and diversified use of teaching strategies,lacked of attention to students’individual differences,and did not give students sufficient emotional support.Therefore,the effectiveness of conducting deep learning teaching was not good under the context of the college entrance examination.In this study,guided by the concept of deep learning and based on the deep learning route proposed by Jensen and Nickelsen and the deep learning process reflection model proposed by Wu Xiujuan,the general process was constructed for high school biology concept teaching based on deep learning,which included four stages:concept introduction,concept formation,concept deepening,and concept evaluation.On this basis,two dimensions around the cognitive process of students’ deep learning and teachers’ teaching practice based on deep learning routes were designed.The high school biology concept teaching strategies to promote students’ deep learning were constructed,which integrated the purpose of teaching objectives toward meaningful learning,teaching content to promote advanced and integrated learning,teaching process to focus on understanding and experience,and teaching evaluation to promote student development.Based on the above teaching strategies,this study took "meiosis" and "cell proliferation" of biology in senior high school one as examples,and designed the teaching case of biological concepts to promote students’ in-depth learning from three aspects of teaching objectives,teaching content,and teaching process.Using the teaching case of"meiosis",two classes in the internship school were selected for teaching practice in person.After the teaching practice,the effectiveness of this practical teaching was tested by the concept teaching post test paper and teaching evaluation form.The results showed that the total score of post-test and the score of deep learning of experimental class were higher than that of control class,and there were significant differences.This indicated that the strategies proposed in this study had certain feasibility,which could help students construct and transfer concepts,and promoted deep understanding of concepts.This study provides reference for frontline teachers to optimize high school biology concept teaching strategies based on promoting students’ deep learning.