Experiential Learning Based On Problem Chain Promotes Deep Understanding Of Knowledge

With the development of modern technology,"deep learning",as a new field of machine learning research,is very hot.At the same time,many scholars’ research also shows that a considerable number of Chinese students’ learning behaviors also show a lack of deep understanding of knowledge and rely on memory.Based on this,"deep learning" has also crossed cognitive boundaries and attracted wide attention in the education field.While deep understanding is the basis of deep learning,as the embodiment of deep learning in cognitive dimension,how to promote students’ deep understanding of high school physics knowledge has become an urgent issue to be solved.Based on theoretical exploration,this paper proposes to promote students’ deep understanding of high school physics knowledge through experiential learning based on question chain,experiential learning and deep understanding,and constructs experiential learning strategies based on question chain,experiential learning and deep understanding as the basis of theoretical research,and verifies its effectiveness through the implementation and analysis of teaching cases.Theoretically,this study uses the literature research method to review and define the concept of problem chain,experiential learning and deep understanding,and discusses the relationship among the three based on constructivism learning theory and situational learning theory,and proposes the feasibility of experiential learning based on question chain to promote deep understanding of knowledge,and finally reaches the conclusion:Question chain and experiential learning are the "goal" and "ladder"to promote deep understanding,and experiential learning based on question chain is an effective way for students to gain direct experience and realize "3w",a support for meaning construction,and an effective means to maintain knowledge for a long time.On this basis,we construct the teaching strategy of experiential learning to promote deep understanding based on question chain:perceptual experience--stimulating learning motivation;Activity experience-to gain direct experience;Construct experience-construct knowledge meaning independently;Application experience-solving real problems;Problem chain as the leader,with experiential learning to solve problems.In practice,this study adopts the educational experiment method and the educational investigation method.Based on the teaching strategies obtained from the theory,two courses of "charge" and"electromagnetic induction phenomenon" are designed as cases for the teaching implementation in the second grade of a middle school in Guangzhou.Bloom’s cognitive objective classification theory is taken as the evaluation basis,and through the analysis of pre-test,work order,individual student interview and classroom record.To verify the effectiveness of experiential learning strategies based on question chains in promoting deep understanding,the final analysis draws the following conclusions:Experiential learning strategy based on question chain can promote more students from the level of"knowing" to the level of "grasping","applying","analyzing","comprehensive"and other higher levels of understanding.In other words,experiential learning based on question chain can promote students’understanding of physics knowledge from shallow level to deep level,but it is difficult to promote students to reach the highest level of deep understanding.The "evaluation" level.