Design Research Of Biology Problem-Group Teaching In Senior High School Based On Deep Learning

With the advent of the era of knowledge economy,"Understanding" and "Innovation" have become the necessary qualities and key abilities for talent development.The traditional passively accepted learning mode keeps knowledge at a superficial level of understanding and mastering,which is far from meeting the demand for talents in the current rapidly developing society.Learners should pursue a higher-level of deep learning.The occurrence of deep learning is premised on problem solving.Therefore,this paper attempts to change the status quo of neglecting effective problem design in classrooms through the design and research of senior high school biology problem-group teaching.While promoting students’ deep learning,it provides the teaching design reference for the front-line biology teachers,so as to better realize the teaching goals and education goals.This research mainly includes: 1.Combined with the trend of the times and educational demands,explain the significance of this research topic.Through literature research,understand the development status of related theories,raise research questions,and summarize the core concepts and related theories.2.Through deep learning questionnaires and teacher-student interviews,understand the students’ deep learning level and the application status of teachers’ problem-group teaching,summarize the existing problems and analyze the reasons.Combining theory and current situation analysis,the design principles of problem-group teaching are put forward: focus principle,connection principle,presupposition and generation principle,transfer and application principle,and interesting principle.Combining with the teaching process itself,formulate the implementation strategy of problem-group teaching:(1)Multi-dimensional analysis based on learning situation;(2)Guide learning before class to stimulate old knowledge;(3)Ask questions in class to improve new knowledge;(4)Practice after class to consolidate and improve.Through model analysis,formulate the general process of problem-group teaching,including the knowledge part of before learning,the teaching part of learning process and the evaluation part after learning.Based on this process,the content of the three sections of the senior high school biology compulsory 1 of the People’s Education Edition is selected for case analysis.3.The quasi-experimental research method is used for the experiment.The control class and the experimental class adopt conventional teaching and problem-group teaching respectively.The students’ phased biology exams,the "Questionnaire on Deep Learning" and teacher-student interviews are used as the evaluation basis.Statistical analysis of data was carried out by SPSS software.The pre-test results of teaching practice show that there is no significant difference between the experimental-class and the control-class in the biology test scores and the five dimensions of deep learning(P>0.05),and follow-up research can be carried out.In the post-test,the average score of the biology test of the experimental-class was 72.96 points,and that of the control-class was 69.18 points,with a significant difference(P<0.05);Five dimensions of deep learning: Association and Structure,Activity and Experience,Essence and Variant,Migration and Aplication,and Vlue and Ealuation were analyzed,and the average scores of the control-class were 15.44,15.00,15.16,15.70,and15.78,and the average scores of the experimental-class was 16.00,15.49,15.69,16.12,16.02,and all of them had significant differences(P<0.05).Combined with the after-class interviews with teachers and students,it was concluded that the problem-group design in senior high school biology teaching can promote students deep learning to improve biology performance.