Research On The Design And Application Of High School Biology Teaching Based On Deep Learning

The Ministry of Education issued the document "Opinions on Comprehensively Deepening Curriculum Reform and Implementing the Fundamental Task of Cultivating Virtue and Cultivating People",which mentioned that information network technology has advanced by leaps and bounds,and profound changes have taken place in the growth environment of students,and these changes and needs have put forward new and higher requirements for curriculum reform.At the same time,with the continuous advancement of new curriculum reform,new educational concepts and new education models continue to emerge,and the concept of deep learning is the latest research result of "solving how to conduct efficient teaching in the context of the information age".In view of the shallow education phenomenon existing in the current high school classroom,through in-depth research on the research literature and books on deep learning at home and abroad,we try to identify the core basic connotation and characteristics of deep learning,summarize the effective deep learning evaluation methods and specific teaching strategies of travel,and try to put forward the concept of deep learning based on high school biology teaching.Based on literature research method,questionnaire survey method and teacher interview method,combined with classroom observation method,educational experiment method and statistical analysis method,this study focuses on the actual teaching of high school biology,and tries to apply the concept of deep learning to specific high school biology teaching.Through the opportunity of educational internship,the author conducted a questionnaire survey on the current situation of student deep learning and in-depth teaching interviews with school biology teachers for students in internship schools,analyzed the current status of deep learning of high school students and in-depth teaching of teachers,based on this current situation,constructed a high school biology teaching design model based on the concept of deep learning,and based on this model,the high school biology teaching design was designed and applied to the actual classroom.The effect of deep learning-based teaching design on students’ deep learning improvement is tested in practice,which provides a certain theoretical and practical reference for educators to apply deep learning to actual high school biology classroom teaching.The conclusions of this study are as follows:(1)From the student deep learning questionnaire,the average score of students is 3.171,indicating that the deep learning level of school students needs to be improved.(2)Through the analysis of students’ deep learning scores in each dimension,students have different performance levels in each dimension of deep learning,with the highest scores in the dimension of value and evaluation,the lowest scores in the dimensions of activity and experience and association and construction,and through the independent sample T test of male and female students,it is found that there is no significant difference between boys and girls in deep learning.(3)Through interviews with teachers,it can be found that although many teachers agree with the concept of in-depth teaching,they are trapped by various factors and find that the deep learning degree of the students they bring is far from enough.(4)Through the comparison and paired-sample T-test analysis of the pre-and postquestionnaire questionnaires of students in the experimental class,as well as the admission and final grades,it is found that the use of teaching design based on deep learning mode can indeed improve students’ deep learning level and students’ academic performance to a certain extent.