Practice Research On Deep Learning Of Biology In Junior High School Based On Situational Teaching

With reforms in education and teaching,deep learning has received increasing attention as an effective means of improving learners’ key competences.Many experts and scholars have studied the methods of promoting students’ deep learning and have achieved certain results,among them,situational teaching is regarded as one of the important means to improve students’ deep learning ability.The use of situational teaching in the classroom can stimulate students’ motivation to learn and improve their reasoning and problem-solving skills.However,at present,there are relatively few researches on embedding the specific problems in life and social life experience into the junior high school biology teaching situation to promote junior high school students to carry out in-depth learning.Therefore,it is particularly important that how to start with specific materials and develop situational strategies suitable for biology teaching in order to facilitate teaching practice and improve the level of in-depth learning of junior high school students.First of all,through the method of literature research,this paper expounds in detail the theoretical basis of situational teaching and deep learning and the current research situation at home and abroad,and defines the connotation of them;secondly,questionnaire survey and interview method are used to investigate and analyze the status quo of biology deep learning of junior high school students and the status quo of junior high school biology teachers applying situational teaching;finally,this paper analyzes and studies the biology content in the first volume of the seventh grade of the People’s Education Press,develops the situational teaching strategy and applies it to classroom teaching,and selects two classes at the same level for about three months of situational teaching practice.This paper shows the teaching case design of three sections: Structural Level of Plants,Flowering and Fruiting,Water Cycle of Green Plants and Biosphere.Through questionnaire analysis,biology achievement analysis and students’ evaluation,this paper makes a comparative analysis of the educational practice research results of the experimental class and the control class.The results show that:(1)situational teaching can improve the deep learning level of junior high school students,especially in the five dimensions of attitude and motivation,connection and integration,critical understanding,knowledge transfer and application,communication and cooperation.(2)the effective use of situational teaching strategies can improve students’ biological performance to a certain extent,which shows that situational teaching is conducive to the development and cultivation of students’ deep learning ability.