A Study On Deep Learning Strategies Of The First Round Review Of Biology In High School

The rapid development of science and technology has brought tremendous changes to people’s way of life and production,and society needs well-rounded and highly qualified people,which also places higher demands on education,requiring students not only to have sufficient knowledge but also to be able to deal with complex problems in reality.However,in the actual teaching process,especially in the first round review,many schools still adopt the traditional "indoctrination" teaching mode-the teacher’s lectures are the main focus,students take notes and learn by rote in class,and then do a lot of exercises in class.This clearly does not meet the needs of the times and society.In this context,the use of deep learning is an inevitable choice.Deep learning is a meaningful way of learning in which students,under the guidance of a teacher,are fully engaged in a challenging learning task,working towards a solution and gaining development.In the learning process,students can master the core knowledge and mindset of the subject,as well as develop positive attitudes and correct values so that they can contribute to the future development of society.This study firstly compares the theories related to the concept,characteristics and current status of research on deep learning by reviewing literature and excellent teaching cases.Secondly,a questionnaire was developed to investigate the level of in-depth learning of students,taking into account the characteristics of in-depth learning and the characteristics of the biology subject in the revision round.Based on the results of the questionnaire and daily classroom observations,strategies to promote students’ deep learning were then proposed and applied in a practical study with students from two senior classes in the author’s high school,the experimental class using the deep learning strategy and the control class using the traditional first-round review method.Finally,data were obtained and analysed through a paper-and-pencil test,and the findings were supplemented by interviews with students and teachers.The results of the previous questionnaires showed that the level of deep learning was not low during the first round review,with the highest scores on the motivation-attitude dimension indicating that students were still relatively motivated to learn biology,and the lowest scores on the critical reflection dimension indicating that most students had mastered the knowledge but lacked a deeper sense of enquiry into it.The final practical results show that,compared to the traditional first-round review model,applying deep learning strategies for revision allows students to form good study habits,stimulate their intrinsic motivation to learn,enhance their inquiry skills,improve their self-confidence,and bring them closer to other students and teachers.The results of the study were also endorsed by other biology teachers,indicating that the application of deep learning strategies in the first round review is feasible and worthy of follow-up and deeper research.