Research On The Teaching Design Of Structured Review Of Senior Three Chemistry Based On Deep Learning

In recent years,the new college entrance examination reform,which emphasizes deep thinking in chemistry,has been continuously promoted nationwide.However,through surveys,it has been found that the review teaching mode in the third year of high school is traditional and single.The "New Curriculum Standards for Ordinary High Schools(2020 Revised Edition)" clearly requires that teachers need to guide students to independently form knowledge,deepen their understanding of the essence of chemistry,and develop students’ core chemical literacy.This study aims to develop students’ deep thinking and cultivate their core chemical literacy,and takes high school chemistry teaching as the research content,guided by deep learning and constructivist theory.Firstly,by reviewing literature and summarizing the current research status and shortcomings,it was found that there is not much research in the field of deep learning on chemistry review teaching in the third year of high school,and research on teaching design also needs to be supplemented;Secondly,the author conducts a survey of the current teaching situation from both teachers and students,identifying the current situation of students’ deep learning,the problems in teachers’ teaching,and the difficulties in teaching;Thirdly,based on the above results,a teaching design framework and specific steps based on deep learning have been designed,and design principles have been determined,hoping to solve practical problems in high school third year teaching;Fourthly,combined with the actual teaching problems,the two sections of Atomic Structure and the Properties of Elements and chemical equilibrium are selected for case development;Fifth,carry out educational and teaching practices in two classes with no significant differences,using structured teaching as the main approach,implement deep review teaching,and use test results for data analysis,then evaluate the final teaching effect.The research results indicate that using this teaching design framework and process to carry out teaching is not only beneficial for improving students’ knowledge understanding level,problem-solving and innovation level,but also for promoting teachers’ theoretical research,teaching design,classroom implementation and classroom evaluation,and achieving teachers’ professional development.This study has many innovative points.Firstly,it emphasizes the logical derivation of knowledge and the autonomous formation of knowledge,using a "structured" approach for design,emphasizing the integration of knowledge,and ultimately promoting the structuring of chemical concepts;Secondly,the selected teaching design cases meet the teaching difficulties;Finally,this study focuses on students’ emotional experience and psychological development,which is beneficial for cultivating their excellent learning willpower.This study explores new ideas for the teaching of high school chemistry review courses,while also filling the gaps in chemistry teaching strategies and case studies in the field of deep learning.The author will also continuously practice and revise the teaching design model to further enhance the research value and influence of this study.