A Practical Research On High School Chemistry Teaching Based On Situational Teaching To Promote Students’ Deep Learning

Deep learning is a meaningful learning process in which students use critical thinking,actively construct the connection between old and new knowledge,form a systematic knowledge structure,and cultivate the ability of knowledge transfer.The process of situational teaching is highly consistent with the requirement of deep learning and can be used as the carrier to cultivate students’ deep learning ability.This paper first reviews the research status of deep learning and situational teaching,analyzes its connotation and characteristics,finds the commonality between the two,and determines the theoretical basis of the research.Then,taking a senior high school in Fuyang City as an example,through questionnaires,interviews and other means to understand the shortcomings of current high school students in deep learning and the situation of high school chemistry teachers using situational teaching method in teaching.According to the results of questionnaires and interviews,four situational teaching strategies are proposed to promote deep learning:(1)Create social life situations to cultivate students’ problem-solving ability;(2)Create experimental situation to improve students’ hands-on ability;(3)Create critical situation to cultivate students’ critical thinking;(4)Create cognitive conflict situations to promote the construction of knowledge system.Later,in the author’s practice school,two classes with similar overall conditions were selected as the experimental class and the control class.Chapter 2 of the compulsory chemistry teaching edition(Volume 1)in high school was used as the teaching content.The experimental class adopted the above teaching strategies,while the control class adopted the conventional teaching strategies.A posttest is conducted for the two classes.By comparing and analyzing the total score and deep learning score of the experimental class and the control class,it can be judged whether the deep learning ability of the students has been improved and whether the situational teaching strategy to promote deep learning is effective.Through investigation,research and teaching practice,the following conclusions are drawn: 1.The deep learning ability of students in senior one is generally low.2.Most teachers have a positive attitude towards the role of situational teaching and can realize the value of situational teaching.3.The situational teaching strategy to promote deep learning proposed in this paper is effective in promoting the development of students’ deep learning ability,and also shows that the integration of situational teaching and deep learning conforms to the law of education.