Research On Situational Teaching Of High School Chemistry Based On Deep Learning

With the continuous acceleration of China’s economy,science and technology,and education reform,the country’s demand for high-quality and innovative talents continues to increase.Improving teaching efficiency,and helping students quickly complete the accumulation of knowledge without increasing the burden of the course and enhance subject literacy is the focus of current research.The improvement of learning efficiency and the development of subject literacy are inseparable from teaching situations,so the teaching of the pursuit of real situation can achieve teaching objectives.The Ub D(Understand by Design)theory is a "teaching design that pursues understanding",which is in line with the concept of deep learning emphasizing understanding knowledge and being able to transfer and apply knowledge in real situations to solve practical problems.Based on the concept of deep learning,this study designed a high school chemistry situational teaching program,combined with the three-stage reverse design advocated by the Ub D theory,aiming to explore effective ways to promote students’ depth learning and develop core literacy.This study is based on and supported by situational cognitive theory,constructivist learning theory,and Ub D theory.Using research methods such as literature review,questionnaire survey,interview,and experimental research,it explored the situational teaching of chemistry in senior high schools based on deep learning,and designed teaching cases for teaching practice.Firstly,an analysis of the current research status of situational teaching and deep learning at home and abroad revealed that situational teaching has high theoretical value and practical significance for realizing deep learning and promoting students’ development of core literacy.Then,through the investigation of the current situation of deep learning of senior one students in a middle school,it was found that the traditional teaching mode can easily lead to the fragmentation of students’ knowledge,the lack of clear cognition of the value and significance of learning,the lack of close connection between old and new knowledge,and the lack of transfer and application ability.Interviews with chemistry teachers on "understanding of situational teaching" showed that teachers recognized and hoped to carry out situational teaching,but there was a shortage of materials and a low frequency of use in creating situations.Based on the above analysis,this study classified and counted the situational materials in the third chapter of "Iron Metal Materials" in the Compulsory First Volume of the General High School Textbook(Chemistry)of the People’s Education Edition(2019).It was mainly divided into five types of situations: STSE,life experience,scientific historical facts,experimental inquiry and model simulation.The functions of situational materials are divided into six aspects: motivation,thinking,understanding,emotion,integration and evaluation.The statistical analysis of the situational materials and the core literacy of the subjects examined in the chemistry test questions of the college entrance examination in the past five years has shown that the situational materials contain multiple functions.The rational use of it is conducive to the development of students’ core literacy of chemistry.On this basis,the situational teaching strategies to promote deep learning were summarized,and the three-stage reverse design idea based on Ub D concept was adopted to select the content of ’ Iron and Its Compounds’ ’for teaching practice.According to the three steps of determining the expected learning results of developing core literacy,the appropriate evaluation basis for students to achieve deep learning,and designing learning experience and teaching activities to promote deep learning,the teaching design was carried out.Based on the implementation of performance evaluation in classroom learning tasks,the "Advanced Self Evaluation Form for Classroom Performance Evaluation" was set up from the perspective of "learning initiative,critical thinking,migration application,integrated construction,and reflective evaluation" for student self-evaluation.Situational test questions are prepared from six aspects of understanding interpretation,clarification,application,insight,depth,and self-awareness to test teaching effectiveness and implement the integrated evaluation goal of "teaching,learning and evaluation".After practical discovery,it is found that the situational teaching of reverse design has achieved good results,which provides a good path for students to achieve deep learning.Research has shown that situational teaching based on deep learning plays an important role in developing students’ critical thinking,migration application,integrated construction,and reflective evaluation abilities.Situational teaching can effectively promote students’ deep learning and is of great significance in cultivating students’ core chemical literacy.