Practical Research On Teaching Design Of High School Biology Unit Based On Deep Learning

In 2014,the country launched a comprehensive deepening of curriculum reform,organized a study on the development framework of Chinese students’ core literacy,and made the development of students’ core literacy a new goal of the basic education curriculum reform.Deep learning is an important path for my country to implement the core literacy of students.However,the current situation of students’ deep learning is not optimistic,and how to promote students’ deep learning in classroom teaching has become an important research topic.This study combines the disciplinary characteristics of biology to explore how to promote students’ deep learning through unit instructional design.In this research,the author mainly adopts the literature research method,questionnaire survey method,experimental research method and other research methods.The specific process is as follows: First,the literature research method is used to sort out the relevant literature on deep learning and unit teaching design,and extract the deep learning method.It summarizes the concept and general process of unit instructional design.Based on the above theoretical research,a framework of ideas for unit instructional design based on deep learning is constructed.Then through a questionnaire survey,the students’ in-depth learning situation in the five dimensions of "learning attitude and motivation","connection and integration","reflection and revision","criticism and questioning",and "transfer and application" in biology learning was collected.,analyzes the current situation of deep learning of students.Based on the investigation of the current situation of students’ deep learning,the author carried out teaching design with reference to the previously constructed unit teaching design ideas based on deep learning,and selected the unit "Material Input and Output of Cells",a compulsory course in high school biology,as the content of teaching practice.The unit learning themes,unit analysis,unit learning objectives,unit learning process and unit evaluation schemes are specifically researched and elaborated.Finally,two parallel classes in the practice school were selected as the control class and the experimental class for teaching practice.After the practice,the students’.in-depth learning level changes were analyzed according to the students’ completion of the post-test papers and the concept maps drawn by the students before and after learning.The results show that the unit teaching design and practice based on deep learning can indeed promote students’ deep learning.The specific performance is as follows: It improves students’ thinking level,promotes students’ transfer and application of knowledge,and helps students to form a systematic conceptual system.