High School Biology Concept Construction Strategy Under The Guidance Of Deep Learning Teaching Practice Research

In the new century,with the rapid development of knowledge economy and science and technology,the future society is full of opportunities and challenges.In the face of the challenges of the new era,China ’s education aims to cultivate innovative talents with the core qualities of Chinese students ’ development.To this end,the Ministry of Education ’s Basic Education Curriculum Textbook Development Center began to study and promote the ’ deep learning ’ teaching improvement project in 2014.In the field of biology,the concept of biology is the basis of biology learning and is at the core of biology teaching.The ’ Ordinary High School Biology Curriculum Standard(2017 Edition 2020 Revision)’ also points out that high school biology teaching should follow the basic curriculum concepts such as ’ content focused big concept ’.Therefore,at present,the teaching of biological concepts must be based on the concept of deep learning,guided by big concepts,and build a knowledge hierarchy with logical cohesion,so as to promote students ’ deep understanding of concepts and promote the transformation of knowledge to literacy.Based on the necessity of biological concept learning and the important position of deep learning in talent training,this paper adopts literature method,interview method,questionnaire survey method and educational experimental research method to carry out research.The thesis consists of six parts : The first part determines the purpose and significance of the research,content methods,research ideas and innovations by analyzing the research background and research status at home and abroad;the second part defines the relevant concepts by consulting the literature,expounds the relevant theories,and then clarifies the relationship between the construction of biological concepts and deep learning;the third part is to understand the current situation of high school biology concept teaching under the guidance of deep learning and analyze the existing problems through interviews and questionnaires.In the fourth part,aiming at the problems existing in the teaching of high school biology concepts,the teaching process of high school biology concepts is constructed according to domestic and foreign research and related strategies are studied.In the fifth part,based on the constructed teaching process,the corresponding strategies are selected,teaching cases are designed for teaching practice,and the results of test questions and classroom observation records are statistically analyzed.