A Research Of High School Biology Teaching Design And Practice To Promote Deep Learning

Deep learning is an effective way to cultivate high-quality talents,answering the demands of the development of The Times.Deep learning responds to the requirements put forward by the new curriculum standards,and is an important way to implement the curriculum reform and cultivate the core quality of students.Therefore,based on the deep learning theory and combined with the current situation of high school students’ deep learning in biology,this research studies the teaching design of promoting deep learning in high school biology and carries out practice,aiming at answering how to carry out the teaching design of deep learning in high school biology.This research uses the literature research method to sort out the research status of deep learning at domestic and foreign,and expounds its connotation and essence,characteristics,evaluation methods and theoretical basis.In the practice and investigation stage,two classes of senior one taught by the author during the internship were taken as investigation objects through questionnaires to investigate the current situation of biology deep learning among senior high school students.The results show that students’ internal motivation needs to be strengthened;The higher-order thinking needs to be improved;Learning strategies need to be optimized.In addition,interviewing teachers to summarize the factors that promote and hinder students’ deep learning.Before entering into the practical research,the author interprets the deep learning route(DELC)in detail and integrates it with the deep teaching process model of "three stages and five rings".Referring to the survey results of the deep learning status,the author proposes a teaching design model to promote the deep learning of biology in high school.In the practical research stage,based on the instructional design model for promoting deep learning proposed above,selection "gene mutation and other variation" unit for in-depth teaching design,Practice teaching was carried out in two classes of grade one in senior high school.After the teaching practice,questionnaire,student interview and concept map evaluation were used to test whether students’ deep learning level had been improved.According to the results of the questionnaire,students have improved in four dimensions of learning motivation,learning strategies,higher-order thinking and interpersonal communication,and all have changed significantly except higher-order thinking.From the concept map score,class B1#4 is very close to the low level of deep learning,and class A1#1 has reached the low level of deep learning.Through student interviews,it is found that students’ internal learning motivation is improved,their knowledge integration ability is improved,and some students’ higher-order thinking is developed.According to the comprehensive analysis of various survey results,the deep learning level of students in the two classes has been improved after the deep teaching practice compared with that before the practice.Based on the above survey results,the following conclusions can be drawn: The high school biology teaching design model proposed in this study to promote deep learning can promote students’ deep learning.