Research On Teaching Practice Of History Of Biology Science In High School Oriented To Deep Learning

Under the background of new curriculum reform,deep learning has become an effective way to improve students’ core literacy.The history of biological science records the formation process of biological science knowledge and contains rich scientific thoughts,methods and spirit.Carrying out the history of biological science teaching can promote students’ deep learning and improve students’ core literacy of biology.Therefore,this study links the history of biological science with deep learning,and explores the implementation path of using the history of biological science to promote students’ deep learning.Firstly,through literature analysis,concepts such as the history of biological science and deep learning are defined,research status at home and abroad is expounded,and the guiding significance of theories such as situational and distributed for this study is discussed.Through interviews with teachers and questionnaire survey of students,the current status of teaching and learning of the history of biological science in senior high schools was investigated.It was found that students’ learning of the history of biological science remained at a superficial level,and teachers need to carefully design teaching activities in order to give full play to the role of science history teaching in promoting students’ deep learning.Secondly,this paper combs and analyzes the contents of the history of science in the two compulsory textbooks of biology for senior high school,points out the educational value of promoting students’ deep learning,designs the teaching mode of history of biology science for deep learning,and puts forward specific strategies in the preparation,subject and evaluation stage of the teaching process.Based on the constructed teaching mode,the teaching cases of history of science related to cell membrane and photosynthesis were prepared and practiced.The control class conducted routine teaching,while the experimental class conducted teaching according to the teaching design prepared by the author.The practice results showed that the test scores and deep learning level of students in the experimental class were higher than those in the control class.1 Teaching the history of biology science based on the teaching model established in this study can help students to have a deeper grasp of the history of science.2 To a certain extent,it can promote students’ deep learning,which is specifically manifested in enhancing students’emotional involvement in learning,improving critical thinking ability,and promoting knowledge transfer and application,but it has no obvious effect on the improvement of students’ knowledge construction and creative thinking ability.Finally,this paper reflects on the shortcomings of this study and puts forward teaching suggestions:take "cognitive theory" as the guidance of teaching concept,"higher order thinking" as the guidance of teaching goal,"model construction" as the guidance of teaching activities,and "continuous evaluation" as the teaching evaluation method,so as to promote students’ deep learning more comprehensively in the teaching process of the history of biological science.