Practice Research On Promoting Students’ Deep Learning In Biology Teaching In Junior High School

Deep learning aims to improve students’ motivation and attitude,criticism and understanding,transfer and application,summary and reflection ability,because it can well adapt to the development trend of global education reform,and meet the needs of China’s comprehensive deepening of curriculum reform,it has attracted much attention in recent years.At present,biology learning in junior middle school is fragmented and mechanized in shallow learning.Deep learning can effectively improve this phenomenon.Biology teaching can be used to improve students’ deep learning level,so as to promote students’ learning and realize their self-development.Based on this,the study tries to carry out teaching practice research on promoting students’ deep learning through unit integrated teaching design in junior middle school biology teaching.Firstly,through literature review,the research sorted out the relevant literature on deep learning in different dimensions,analyzed the relevant research theories,determined the research ideas and methods,and laid the theoretical foundation for this research.Then,a questionnaire survey was conducted to investigate the current situation of biology deep learning in junior high school students.It was found that students’ deep learning level was not high,which was mainly reflected in their motivation and attitude to biology learning.Students’ critical thinking is not obvious,and their ability to understand and analyze biology needs to be improved.Students’ ability of transferring knowledge and applying knowledge is in urgent need of improvement.Students’ ability to summarize and construct knowledge is weak,and their self-reflection needs to be strengthened.Based on this,the research made reference to Professor Guo Hua’s practical teaching model based on deep learning,carried out the teaching design of Unit3 "Green Plants in the Biosphere" in Grade 7,and carried out the teaching practice in the teaching class.In practice,timely collect feedback from students,and constantly reflect on and improve the biology teaching design of junior high school based on deep learning.After the practice,the effect of the practice teaching was evaluated through student interviews,student questionnaires and unit test papers.The results show that learners’ motivation and attitude have been improved,their critical and thinking abilities have been cultivated,their transfer and application abilities have been improved,and their reflection and summary abilities have been developed.Junior high school students need to be guided by teachers to carry out deep learning.In the end,this paper reflects on the research and hopes to provide references for junior high school biology teachers to promote students’ deep learning through teaching practice.