Practical Research On PBL Teaching Based On The Concept Of Deep Learning

With the progress and development of society,education is constantly revolutionizing the old and new,and new educational concepts and ideas are emerging,aiming at cultivating students’ core literacy and promoting their all-round development.Deep learning is an effective way to develop students’ core literacy based on original experience,cognitive processing,critical understanding of new knowledge,meaningful knowledge construction,and transferring it to new contexts to promote students’ ability development.The Problem-based Learning(PBL)model uses problems as a kind of scaffolding,with students as the main body,and students experience real problem situations created by the teacher and construct knowledge concepts independently by connecting old and new knowledge.In order to better promote the occurrence of students’ deep learning,this paper organically combines PBL teaching mode with high school physics classroom teaching,introduces PBL teaching mode in high school physics classroom,and studies its application value in physics education.This thesis firstly compares the domestic and foreign literature related to deep learning and PBL teaching mode,and summarizes the relevant concept definition and theoretical foundation.Secondly,we investigate the current situation of deep learning of high school students,interview teachers,and analyze the reasons that affect students’ deep learning:students’ lack of interest in learning and insufficient motivation;single teaching method and lack of context creation;single teaching evaluation and students’ blocked thinking.Based on the analysis of the current situation,a PBL teaching process based on deep learning was constructed and applied to the high school physics classroom.Once again,two parallel classes with little difference in performance were selected to carry out the control experiment,and the experimental class carried out the PBL teaching based on deep learning while the control class carried out the regular teaching.The magnetic flux of magnetic induction,the force of the magnetic field on the energized wire,and the force on a moving charge in a magnetic field were used as practical case demonstrations for teaching interventions,and the effects of completing the classroom lesson were analyzed with classroom evaluation sheets and follow-up test worksheets after the classroom instruction was completed.Finally,conclusions were drawn.The analysis of the post-test performance tests revealed that the PBL teaching mode was able to promote the occurrence of deep learning and students’ problem-solving skills were improved.From the analysis of the final grades,it was found that there was no significant difference in the final grades,indicating that there was no significant impact on the improvement of students’ grades after a period of PBL teaching.The comparative analysis of the deep learning post-test questionnaire revealed that the cultivation of students’ basic abilities of deep learning was also improved,and knowledge construction,knowledge integration ability,problem solving ability and self-reflection ability and critical thinking were significantly improved,but the improvement in innovative ability and formation of self-values was smaller,which may be related to the short practice time and students’motivation to learn.