Research On The Teaching Practice Of Biology Important Concepts Micro-Course In Junior High School Based On Deep Learning

In the era of advocating information technology to promote educational reform,promoting the effective integration of technology and teaching,and achieving deep learning are the goals pursued by education.This research,based on the concept of deep learning,concentrates on the formation and implementation of mini-classes for essential ideas in middle school biology,examines the effectiveness of deep learning achieved through the integration of subject teaching and modern information technology,and provides reference for teachers to effectively utilize micro course resources to promote the occurrence of deep learning for learners.Exploring the effectiveness of micro course teaching based on deep learning and optimizing micro course teaching guided by deep learning are the key issues to be addressed in this study.By reviewing relevant research literature at home and abroad,summarize the relevant themes and current status of deep learning,micro courses,important concepts,and other related research;A scale survey was conducted on 270 students in the first and second grades of a practical school to understand the deep learning situation of biology among junior high school students.Based on teacher interviews,problems in biology teaching were analyzed,and the feasibility of using micro lesson teaching to promote deep learning was explored.A questionnaire survey was conducted on the application of micro lessons among 60 junior high school biology teachers in Nanjing,Clarify the blind spots in micro course teaching for frontline teachers and the learning needs of students in biology micro courses;Under the guidance of deep learning theory,the design principles of junior high school biology micro courses were extracted.In response to the relevant needs of micro course teaching proposed by practical school teachers,the selection criteria for micro course teaching content were established and micro course types were divided.The suitable content for micro course teaching in junior high school biology textbooks was selected,and different types of micro course resources were developed to form cases,Refer to relevant literature to construct the teaching design process and application framework of micro courses for junior high school biology deep learning;Set up an experimental group and a control group of students in the practical school,design micro lesson teaching practice cases that meet the school’s academic situation,and conduct a one semester teaching practice research.Based on the principle of diversified evaluation,use questionnaire surveys,test paper evaluations,classroom observations,interviews,and other methods to compare and analyze the learning effects of the two groups of students and the satisfaction of teachers and students with micro lesson teaching.Based on this,summarize micro lesson teaching strategies and suggestions for use.Emphasis is placed on elucidating the impact of applying micro course resources to assist teaching on students’ deep learning level and ability,revealing the effectiveness of micro course assisted teaching in promoting students’ deep learning,proposing micro course teaching strategies and usage suggestions guided by deep learning theory,providing reference for optimizing middle school biology concept teaching and promoting the development of informationization in middle school biology education.The research conclusion is as follows:(1)Deep learn-based micro-class teaching can improve students’ academic performance and promote the development of deep learning.After the statistical analysis of the test scores of the students in the two classes,the students in the reaction experiment class scored higher,and the P-value of the mid-term and final examination scores were both less than 0.05,showing a significant difference,while the P-value of the deep learning scores of the final test questions was less than 0.01,showing a very significant difference.(2)The deep learning-based micro-class teaching method can improve students’ deep learning ability.The deep learning ability of the students in the two classes was tested and analyzed by questionnaire survey.The average scores of the students in the response experiment class in cognition,self and interpersonal fields were higher than those of the students in the control class,and the P value of the average scores in the field of cognition and self was less than 0.05,showing a significant difference.(3)Deep learning-based micro-class teaching can promote students’ classroom performance.Through the analysis of the classroom behavior of the students in the two classes by observation,the students in the experimental class answered questions more actively,participated in activities more,and raised questions more often.Interviews were conducted to understand the attitudes of teachers and students after practice,reflecting that teachers and students widely recognize the value of this method.(4)Summarize strategies and suggestions for optimizing micro-class teaching through practical research.That is,using concepts to introduce micro-lessons to help create situations;Using concept inquiry micro-lessons to help solve problems;Using concept construction class micro-course to help concept construction;Use concept consolidation microlessons to help migrate applications.Make clear the content and application of micro-lesson teaching links before class;Reasonably guide students to learn through micro-lessons;Urge students to use micro-lessons to review independently after class.