A Study On Teaching Strategies For Developing Higher Order Thinking Skills In High School Biology Based On Deep Learning

In the report of the 18 th Party Congress,General Secretary Xi Jinping proposed to open up the paths of advancement and gather talents from all over the world,and it has been the trend of the times to cultivate comprehensive talents.Superficial and superficial learning cannot meet the needs of the times.In the context of education reform,all subjects in basic education need to develop students’ core literacy in a holistic manner.Higher-order thinking skills are comprehensive skills at a higher cognitive level,which can be refined into problem-solving skills,critical thinking skills,innovation skills and decision-making skills in the teaching of biology.Deep learning points to the deeper construction of knowledge,thinking,ability and human development.Both higher-order thinking skills and deep learning are key competencies and attributes necessary for learners,and are essential for the development of students’ core literacies.Based on the above analysis,this paper explores the teaching strategies for developing higher-order thinking skills in high school biology based on deep learning.In the theoretical discussion,the concepts of higher-order thinking skills,deep learning and teaching strategies are firstly defined;secondly,inspiration for teaching biology is obtained from constructivist theory,Bloom’s goal classification theory and higher-order learning theory;finally,the relationship and value between deep learning and higherorder thinking skills are explored,and a model of teaching higher-order thinking skills in high school biology based on deep learning is constructed.In the practical inquiry,the current situation of high school students’ higher-order thinking ability in three secondary schools in Huanggang City was investigated and analysed using questionnaire survey method.The results showed that high school students’ higher-order thinking ability in biology was generally at an intermediate level,among which problem solving ability was the best,critical thinking ability was the second best,decision making ability and innovative thinking ability were weak,students had a strong interest in biology,but they were passive receivers of knowledge and in shallow learning,mainly in terms of single learning method,failure to establish the connection between old and new knowledge,critical questioning ability and communication ability They are mainly characterized by a single approach to learning,failure to establish connections between old and new knowledge,and weak critical questioning and communication skills.Interviews with high school biology teachers revealed that they agree that higherorder thinking skills are important for students’ development,but they do not have a clear understanding of the nature of higher-order thinking skills and are in need of sophisticated models and teaching strategies to guide their teaching.Based on the findings of the survey,a deep learning-based strategy for teaching higher-order thinking skills in high school biology was proposed,designed and tested in teaching practice from four aspects: teaching objectives,teaching activities,teaching processes and evaluation.Students’ post-test scores in biology were compared with their pre-test scores,and the results showed that students in the experimental class had significantly improved their biology scores,while students in the control class had no significant change in their scores.This study shows that teaching strategies for teaching higher-order thinking skills in high school biology based on deep learning can significantly improve students’ academic performance,enhance students’ higher-order thinking skills,and promote the achievement of deep learning and core literacy.The results of this study enrich the methods and strategies for developing higher-order thinking skills in biology,and improve theoretical references for secondary school teachers to develop higher-order thinking skills.