Research On The Design And Implementation Of High School Chemistry Teaching Based On Deep Learning

With the advancement of education reform,deep learning has received more and more attention.It meets the core literacy requirements of chemistry proposed by the new curriculum standards,can implement the fundamental task of "establishing moral education",helps students construct knowledge based on understanding and develop higher-order thinking skills,and also meets the modern society’s requirements for It also meets the requirements of modern society for the cultivation of innovative talents.In order to implement the requirements of core literacy in chemistry as stated in the new curriculum,tthis study attempts to integrate deep learning into the teaching of high school chemistry.The relevant research background is described,and the current status of domestic and international research on deep learning,the purpose,significance,content and methods of the study are analyzed through the collection and arrangement of the literature.The concepts of shallow learning,deep learning,higher-order thinking,and unit teaching are defined,and constructivist theory,metacognitive theory,situated cognition theory,meaningful learning theory,and educational goal classification theory are used as the theoretical basis of this thesis.Combining the connotation of deep learning and the characteristics of higher-order thinking,a questionnaire was developed in dimensions based on the deep learning items studied by previous authors to summarize the current problems of deep learning in high school chemistry and analyze the causes.In response to the problems in the current situation survey combined with the deep learning route,we proposed to determine the higher-order thinking goal strategy,contextual teaching strategy,problem-guided strategy,and thinking map strategy to construct a teaching process based on deep learning on the basis of the unit learning content.Taking Chapter 4,"Chemical Reactions and Electricity" of the Human Education Edition of High School Chemistry Option 1 as an example,we designed the teaching of three sections of this chapter and showed the deep learning teaching process.Based on the results of the latest monthly examination,two classes with comparable learning levels were selected as the subjects of this study,one of which was used as the experimental class and the other as the control class.The students’ post-test scores and mind mapping were analyzed,and their deep learning effects were evaluated by combining the students’ performance during the teaching process.The design of the teaching evaluation scheme was highly consistent with the objectives of deep learning,and the teaching concept of "teaching-learning-evaluation" was deeply implemented.The results of the study showed that deep learning can improve the current situation of high school students’ chemistry learning.The post-test scores of the experimental and control classes were examined and analyzed,and significant differences were found between the two classes in terms of total scores and dimensions,and the experimental class scored significantly higher than the control class.The analysis of the mind mapping demonstrates that the implementation of deep learning-based high school chemistry teaching strategies and models can promote the development of students’ higher-order thinking and critical thinking,as well as enhance students’ knowledge construction,integration and reflection skills,which can actively engage students in the chemistry classroom and have important implications for the development of students’ core literacy in chemistry.This study demonstrates the feasibility and nurturing value of deep learning applied to high school chemistry teaching from both theoretical and practical perspectives,proving that the research on the design and implementation of high school chemistry teaching based on deep learning is positive and effective,and that it is a teaching mode worthy of research and promotion,which can provide new references for high school chemistry teaching and also provide a research idea that can be used by first-line teachers of chemistry.