Research On Chemistry Teaching Design And Practice In Junior Middle School Under The Concept Of Deep Learning

At present,many teachers collective lesson preparation,teaching design,preparation before class activities such as the main discussion "to teach students what" "how to teach students",and around the "chemical" guide the student to learn how to "how to guide students to learn chemistry" a "state of how students learn chemistry" and other issues of deep thinking and teaching design is relatively small.There are obvious differences between these two educational concepts in terms of teaching and learning objectives and methods.In the classroom under the guidance of the former concept,students tend to be in the state of shallow learning,while the latter one is easier to support students to enter the state of deep learning.Most of the existing studies focus on the connotation and characteristics of deep learning and other theoretical aspects,but there is a slight shortage of studies on teaching design and implementation of deep learning in junior middle school chemistry,and case development is lacking.What is deep learning? Why deep learning? What strategies are used to support deep learning?How to design the process model,teaching process and operating steps of deep learning? From what aspects can the implementation effect of deep learning be tested? To solve the above problems,it is particularly important to carry out this study.This paper consists of six parts.The first part is to sort out the background and research status of deep learning by reading the latest national policies and documents on education and consulting relevant literature.The second part defines the concepts related to deep learning and analyzes relevant theories to guide teaching practice.The third part is to prepare pre-test questionnaire survey and analyze the current situation of chemistry deep learning of junior high school students and interview teachers to find a breakthrough;The fourth part is to put forward the teaching design strategy and process model of junior middle school chemistry deep learning.The fifth part is relatively deep learning the difference between the teaching design and conventional teaching design,build the depth of the junior middle school chemistry teaching design process and steps of learning model of development "to explore the composition of water mystery" and "to explore the Beijing 2022 Olympic torch burning" confidential unit theme of two deep learning and practice teaching design case;Sixth part is to examine the effects of teaching practice,in the experimental class uses the depth study of the teaching design case,that in comparative classes according to the teaching order of the conventional teaching design,teaching practice through unit test after test,the final test results to the study,along with the student questionnaire and teacher interview,after analysis the data,finally get the following conclusion:(1)In terms of academic performance,the experimental class with the unit themed teaching design of deep learning performed better than the comparative class with conventional teaching and achieved higher scores;(2)In terms of problem solving ability,the experimental class using deep learning unit themed teaching design pays more attention to solving practical problems than the comparative class under conventional teaching,and gains knowledge as well as ability,from problem solving to problem solving;(3)In terms of critical ability,the experimental class with deep learning unit themed teaching design pays more attention to critical reflection,dares to question and conjecture than the comparative class under conventional teaching;(4)In terms of communication and expression ability,compared with the comparative class under conventional teaching,the experimental class with deep learning unit themed teaching design pays more attention to the cooperation among group members,listens patiently and is good at accepting other students’ good suggestions;(5)In terms of teamwork ability,the experimental class with deep learning unit themed teaching design pays more attention to group cooperative learning than the comparative class with conventional teaching.The division of labor is reasonable,the harmonious communication,the common progress and the willingness to contribute;(6)In terms of learning interest,the experimental class with deep learning unit themed teaching design is more engaged,more interested in learning,and more focused on emotional experience than the comparative class under conventional teaching;(7)In terms of learning motivation,compared with the comparative class under the conventional teaching,the experimental class which adopts the unit themed teaching design of deep learning emphasizes more on the internal needs of individuals,rather than just to cope with the examination,and enjoys it more;(8)In terms of teachers’ identification with the teaching practice of deep learning,they all expressed that they could make bold attempts in the future practical teaching process,give full play to the value of discipline education and develop students’ core qualities.Deep learning is a problem in a real situation,a dedicated,information integration,understanding,migration using critical reflection,problem solving and evaluation the characteristics of teachers need to choose learning situation,determine the learning objectives,learning activities and is designed to drive the problem,the rational use of evaluation way,turned their attention from the results of the study to focus on the learning process,significance and value.The practical research results show that: carrying out deep learning activities can promote the mastery of the core knowledge of the subject,improve the academic performance,contribute to the improvement of problem solving ability,critical reflection ability,communication and expression ability,teamwork ability,stimulate learning interest,enhance learning motivation.Deep learning teaching practice activities,always on the road!...