Task-driven Teaching Model Promotes Deep Learning In High Schools Design And Practice Of Chemistry Teaching

Since the new curriculum reform,more and more experts and scholars have conducted extensive and in-depth research,and many teaching modes have flooded into the vision of the educational field,such as group cooperative learning,task-driven teaching mode,deep learning and other modes.Among them,deep learning is an effective learning mode to improve students’ learning chemistry and promote the development of higher order thinking,while task-driven teaching mode is combined with deep learning in task objectives,task materials,task evaluation and other aspects to achieve good results.Through the compulsory course of senior one,students have a certain understanding of chemistry.When entering the compulsory course of senior two,students have higher learning requirements,wider knowledge coverage and higher problem-solving ability.Therefore,in the second year of senior high school,we should promote students’ in-depth study with appropriate teaching mode,cultivate students’ good discipline thought and discipline consciousness,and lay a foundation for subsequent study.Therefore,this paper will study the task-driven teaching model and apply it to classroom activities,so as to promote students’ in-depth learning,make students become the subject of class,and fully stimulate their classroom initiative and enthusiasm.After understanding the concept and the essence of knowledge,they can think more.In order to improve their deep learning ability.Based on the review of domestic and foreign literature on task-driven teaching model and deep learning,this paper clarifies the development history,meaning and characteristics of task-driven teaching model and deep learning.On the basis of consulting a large number of literatures and combining with the reality of students,this paper proposes to improve students’ deep learning ability under the task-driven teaching model,develop cases and implement teaching.After practical teaching,it is sorted out and analyzed,and the pre-test and post-test data are compared to give feedback and evaluation to students,so as to optimize the design and finally obtain enlightenment.The full text consists of seven parts.The first part summarizes the background of the topic selection,the research status,research content,research ideas and methods,as well as the purpose and significance of the research.The second part is the theoretical review,mainly including the definition of concepts,theoretical basis,etc.In the third part,students’ learning ability in deep learning was investigated through the methods of questionnaire survey and interview,and teachers were interviewed to understand their understanding and views on deep learning,core literacy and task-driven,and use this as the pre-test data.The fourth part is divided into the specific application of the "task-driven" teaching mode in the second grade of senior high school,and its feasibility is analyzed,and the corresponding countermeasures and suggestions are put forward.The fifth part is the practice of high school chemistry teaching design to promote deep learning,including the purpose of teaching practice and the implementation of teaching design cases.The sixth part is the result and analysis of teaching practice,which analyzes the practice structure through the students’ chemistry test results and classroom performance evaluation table and obtains the teaching enlightenment.Chapter seven is the research conclusion and prospect.Through this research,four deep learning strategies and methods are summarized.The process of practice is clarified,three teaching cases are given,and the corresponding conclusions are drawn from multiple perspectives.This paper explains that task-driven teaching mode can promote students’ deep learning,and finally draws some enlightenment for front-line teachers and normal university students.