Promote Deep Learning In High School Biology Project-based Learning Practice

The "Biology Curriculum Standards for General High Schools(2017Edition Revised in 2020)" takes the development of students’ core literacy as the training goal,and requires that in the study of biology courses,students should actively participate in learning as leaders,and learn to use scientific methods such as inquiry and practice to master biological knowledge.Project-based learning is based on real problem situations,and students work in small groups to improve students’ learning ability,and cultivate students’ communication and practical operation by solving real problems,actively obtaining information,building knowledge systems,completing project tasks and displaying project achievements.At the same time,students realize deep learning by actively connecting knowledge in the learning process,deeply processing old knowledge and transferring it to real-world problems.Through the literature summary and review of the current teaching mode,teaching strategy,evaluation method and application scope of project-based learning and deep learning at home and abroad,the concept and connotation characteristics of project-based learning,the conditions for the occurrence of deep learning and the content of competence levels,the difference between deep learning and shallow learning and other related contents are sorted out.The connection between project-based learning and deep learning is discussed,and the teaching mode aimed at developing students’ deep learning ability is constructed by combining the core literacy of biology,and the research objects are selected for teaching in the first year of the internship school,in order to provide a reference for the project-based learning teaching mode for front-line teachers in biology teaching.The questionnaire was designed to investigate students’ learning in the cognitive,interpersonal and personal domains of deep learning based on four dimensions: cooperative communication,problem-solving tasks,integration of constructive knowledge and transferable application of knowledge ability.From the data analysis,the average scores of students’ answers to the questions in the dimensions of cooperative communication and problem solving are 3 and above,indicating that students have good communication skills and team consciousness,and can find suitable learning methods to solve problems,which is consistent with the characteristics of project-based learning;however,the scores of answers to the dimensions of integrated constructive knowledge and transferred applied knowledge are relatively lower than 3,indicating that students need to continue learning and apply their knowledge in practical problem solving.The students need to continue to learn and apply their knowledge in practical problem-solving skills.Taking "How green plants photosynthesize" in the 2019 Human Education Edition Compulsory 1 "Molecular and Cellular" biology textbook as the project theme,3 subtasks and 9 driving questions are set,and combining the conditions of deep learning in the cognitive domain,the content of deep learning ability in the interpersonal and personal domains and the characteristics of project-based learning,the project develops Two evaluation tools,"five-dimensional level test of deep learning ability" and "student-teacher and student-student diversified evaluation form",were developed to evaluate students’ deep learning ability in the project-based learning process from both process evaluation and summative evaluation.Evaluate students’ deep learning ability in the project-based learning process.The analysis of the "deep learning ability test questions" showed that,through project-based learning,students’ scores on the pre-and post-test questions of memorization and comprehension,integration and analysis,and transfer of knowledge application were significantly higher than the independent sample t-test,which means that project-based learning can promote students’ deep learning ability of integration and analysis and transfer of application;however,students’ ability of questioning and evaluation and practical creativity were significantly higher than the independent sample t-test.The changes in students’ ability to question and evaluate and practice and create were not significant,indicating that the results presentation aspect of project-based learning needs to be strengthened.The analysis of students’ and teachers’ process evaluation forms showed that the three dimensions of teamwork,problem solving and knowledge integration and application ability all had positive effects in project-based learning.The analysis of the differences in monthly test scores showed that project-based learning promotes student achievement.The results show that project-based learning can effectively promote students’ deep learning ability,and regular project-based learning can improve students’ learning enthusiasm.However,it is necessary to provide rich learning resources to meet the learning needs of high school students.