Research On The Holistic Situational Teaching Practice Of High School Chemistry Based On Deep Learning

Deep learning is an effective way to cultivate students’ advanced thinking and improve their comprehensive application ability at the high school stage,focusing on guiding students to learn by creating situations.At present,situational creation has become a common way to teach chemistry in high schools,but many classes only introduce topics with certain situations,and the classes which would guide students into deep learning are not sufficient.There are fewer teaching steps to use situations in the class,which stimulates learning interest in a limited way,and it is difficult to enhance the enthusiasm and initiative of learning.In addition,it is difficult to connect knowledge in the creation of multiple incompatible and discontinuous situations,which is difficult to improve the effect of deep learning.This study attempts to create and practice the holistic situational teaching in high school chemistry,that is,using an original situation to derive multiple interrelated sub-situations,integrating knowledge points to form clear logical clues,and making the situation serve through the entire classroom,in order to improve students’ learning initiative,and the ability to construct knowledge systems and cognitive models,and the application ability to solve practical problems,helping students improve their deep learning ability in situations,thus it can provide reference for the situational teaching of high school chemistry.This paper combines theoretical research,investigation and analysis with teaching practice,and puts forward holistic situational teaching strategies and creation methods that can promote deep learning under the premise of fully understanding relevant theoretical research and the current tendency of high school chemistry situational teaching and deep learning,then tests the teaching effect through practice.Firstly,to lay a solid theoretical foundation for this research,using the literature research method,the domestic and foreign research on the development of deep learning and holistic situational teaching are sorted out and integrated;the relevant theoretical foundations are fully interpreted;the conceptual understanding and connotation model of holistic situational teaching are proposed;the achievement goals of deep learning are determined.The questionnaire survey method and the interview method were used to conduct the current situation survey of students and teachers,and the results were visually analyzed.Based on the survey results,the teaching strategies of holistic situational teaching from different materials are proposed from four aspects: the integration and selection of teaching content,the acquisition and screening of teaching context,the integration of teaching situation into content,and the diversified evaluation method.Finally,the author’s school was selected to carry out the holistic situational teaching design of high school chemistry based on deep learning,and the deep learning effect of students in different situations is evaluated in three aspects: classroom performance,mind mapping and tests feedback.The final practical research results show that holistic situational teaching promotes students’ deep learning from three aspects.First,it enhances students’ learning initiative and promote their deep learning;Second,it helps students establish knowledge systems and cognitive models,and cultivate advanced thinking of deep learning;Third,it improves students’ ability to solve practical problems and the effect of deep learning.