A Practical Research On Promoting The Deep Learning Of High School Biology By PBL Teaching Model

The "General High School Biology Curriculum Standards(2017 Edition)" proposes to focus on developing students’ core literacy in biology,cultivating students’ lifelong learning ability,innovation ability,communication and cooperation ability and problem solving ability.Deep learning refers to the deep processing,critical understanding and meaning construction of knowledge and information by learners,so as to develop independent learning ability,social communication ability,problem solving ability and higher-order thinking ability,which are highly consistent with the goal of biology core literacy.PBL(Problem-based Learning)teaching mode is a kind of teaching mode that puts learners in real problems and develops students’ Learning ability,cooperative communication,critical thinking and Problem solving ability through independent Learning and cooperative Learning.In this paper,PBL teaching model is adopted to promote the practice of deep learning in high school biology,in order to make students become the masters of biology class and promote the development of students’ deep learning ability.This paper enriches the theoretical research on PBL teaching mode and deep learning in China,and also provides practical reference for the classroom teaching mode reform of front-line teachers.The content of this paper mainly includes the following five parts: First,the research status and development direction of PBL teaching mode and deep learning are clarified by combing the domestic and foreign literature on PBL teaching mode and deep learning.Secondly,it analyzes the internal consistency between PBL teaching mode and deep learning,and clarifies the theoretical basis of the research.Third,compiled the level of high school biology deep learning situation questionnaire,through the practice of 206 high school students,questionnaire survey and 4 senior year biology teacher interviews,to understand the low level of senior students of biology deep learning and each dimension development not balanced,teachers have to promote the development of students’ deep learning awareness,but due to the limitation of subjective and objective reasons,Did not see very good results.Fourthly,based on the existing PBL teaching mode and deep learning route,the PBL teaching mode promoting deep learning is constructed,and its process includes: designing problem,presenting problem,executing problem,solving problem,evaluation and reflection.Finally,the teaching strategies of promoting deep learning in each stage of PBL teaching mode are put forward.Design problem strategies: integrate deep learning objectives into teaching objectives,deeply analyze learning content and learner characteristics,and design problems in real situations;Presenting problem strategies:diversified ways of introducing situations and attention lead to cognitive conflicts;Implementation of problem strategies: open class,timely guidance,preparation of learning plans,efficient self-study,the creation of a positive learning community;Problem solving strategies: diversified display forms,standardized expression,with the help of concept maps,guide the construction of knowledge system,put forward new situations,promote migration and application;Evaluation reflection strategy: diversified evaluation methods,diversified evaluation subjects,application of evaluation tools and implementation of auxiliary evaluation.Fifth,through the questionnaire survey and interview with students,the classroom effect and biological performance analysis,show that promote deep learning PBL teaching mode for the students’ knowledge construction,problem solving,critical thinking,learning attitude and motivation,communication,cooperation and reflection ability dimensions have significant role in promoting,but in contact with integrated and innovative thinking dimension effect is not obvious.On the whole,PBL teaching mode is feasible,and teaching strategies to promote deep learning are effective.