Research On The Teaching Practice Of Deeper Learning In Senior High School Biology Based On Physical Model Construction

Competition between different countries is essentially a reflection of talent competition,and shallow learning will lead to rigid and rigid thinking and lazy accumulation of learning,which is not conducive to talent training.Therefore,it is urgent to advocate deeper learning.Physical model construction has been proposed for a long time,but there are problems such as insufficient understanding of it and staying in the form.Most of them are studied at a superficial level,which leads to the role of physical model construction activities not being fully played.Therefore,it is of great significance and necessity to carry out relevant research on high school biology deeper learning teaching practice based on physical model construction.This study uses literature research method to sort out the research theories about physical model construction and deeper learning.By means of questionnaire survey and interview,the deeper learning of high school biology based on physical model construction and teachers’ understanding of the deeper learning teaching mode of high school biology based on physical model construction were investigated.Based on the survey results,this study adjusted the practical research program.The deeper learning teaching model of high school biology based on the construction of physical model is constructed.The teaching design is carried out according to this teaching model,and then the practical research is carried out.By using the experimental research method,two classes of senior one high school students in Haikou City who had no significant differences in the deeper learning situation of high school biology based on physical model construction,the cognitive level of deeper learning and the results of the first monthly test were taken as the experimental class and the control class.The experimental class carried out the deeper learning teaching of high school biology based on physical model construction.The control class uses the conventional physical model construction method to teach.After the practice,the Questionnaire for Deeper Learning Students in High School Biology Based on the Construction of physical Model,which was consistent with the pre-test questionnaire,was distributed to the experimental class and the control class for post-test questionnaire.Meanwhile,the Post-test Paper for deeper learning Cognitive Level compiled by the author was distributed for post-test for deeper learning cognitive level.Therefore,the feasibility analysis and effect verification of the deeper learning teaching mode of high school biology based on the construction of physical model are carried out.Through the research,the following conclusions are drawn: compared with the conventional teaching method of physical model construction,the deeper learning teaching mode of high school biology based on physical model construction can effectively improve students’ ability to actively construct knowledge,critical thinking,knowledge transfer and metacognition,but it has little impact on students’ intrinsic learning motivation.It is helpful to promote students’ cognition level of deeper learning.It can effectively improve the understanding level of shallow learning and the application,analysis and evaluation level of deeper learning,but has little influence on the memory level of shallow learning and the creation level of deeper learning.It can effectively improve students’ periodic test results.This study builds a deeper learning teaching model of high school biology based on physical model construction,which can not only improve students’ ability to actively construct knowledge,critical thinking,knowledge transfer and metacognition,but also promote students’ cognitive level of deeper learning.The research results and teaching cases will provide ideas and references for front-line teachers to promote students’ deeper learning through physical model construction.