Research On The Influence Of Biology Teaching Based On Deep Learning Route On Critical Thinking Of High School Students

Improving students’ scientific thinking is the core goal of the biology curriculum in senior high school.The core quality of biology emphasizes that cultivating critical thinking is the goal of scientific thinking.Having a good tendency of critical thinking plays an important role in students’ lifelong development.The high school stage is an important stage to cultivate critical thinking ability.As a new learning concept,deep learning advocates diversified learning,knowledge reconstruction,transfer and application,problem solving,critical reflection and other learning methods to promote students’ meaningful learning process;As a teaching mode of deep learning,deep learning route can effectively promote the occurrence of students’ deep learning.Therefore,this research applies the deep learning route to the biology class of senior high school.Through a three-month teaching practice,it explores the impact of teaching based on the deep learning route on senior high school students’ critical thinking tendency,and provides reference for front-line educators to implement deep learning in daily classroom teaching.On the basis of a large number of literature studies,this research attempts to build a teaching based on the deep learning route by mapping the steps of the deep learning route to each dimension of the critical thinking tendency,so as to find the actual teaching effect of this teaching mode.In this study,the California Critical Thought Aptitude Scale(revised by Peng Meici)was used as a quantitative tool,and a semi-structured interview outline was prepared as a qualitative analysis tool.The pre-test and post test data of the experimental class and the control class were compared to analyze whether the teaching based on the deep learning route can effectively improve the senior high school students’ critical thinking tendency,as well as the specific impact on each dimension of critical thinking tendency.Combined with the quantitative data of the research and the analysis of the interview results,the biology teaching based on the in-depth learning route is feasible to improve the students’ critical thinking tendency;After the teaching intervention,the experimental class has significant differences with the control class in the dimensions of "seeking truth","open thinking","systematic ability","curiosity","self-confidence",and "cognitive maturity" of the critical thinking tendency.The improvement of "seeking truth","open thinking",and "cognitive maturity" has reached a medium level.At the same time,it can be seen from the interview answers to the in-depth learning route,The students hold a positive attitude and believe that they can effectively cultivate critical thinking;However,in the dimension of "analytical ability",there was no significant difference between the experimental class and the control class.The research shows that the teaching based on the deep learning route is operable in the classroom,which effectively arouses the enthusiasm of students to participate in the classroom and promotes the activity of students’ thinking.Compared with the general traditional teaching forms,it has certain advantages.Based on the results of the study,the author puts forward suggestions such as promoting critical thinking by teaching based on deep learning routes,and points out the shortcomings of this study and research prospects.