A Practical Study Of High School Biology Deep Teaching That Points To Deep Learning

The "General High School Biology Curriculum Standards(2017 Edition 2020Revision)" pointed out that the high school biology curriculum is a subject curriculum with the purpose of improving the core literacy of students’ biology disciplines,and is an important carrier for establishing the core values of socialism and implementing the fundamental task of foster virtue through education.Deep learning emphasizes that learners actively and critically construct knowledge,deepen fragmented knowledge into their own concepts,use high-level thinking such as critical thinking to deeply process knowledge,and can transfer existing knowledge to real situations to solve practical problems,which is a learning method that reflects core literacy.This study aims to construct an implementation path for in-depth teaching of biology in high schools and explore its effectiveness in improving students’ deep learning level.This study first analyzes the theoretical and practical research results related to deep learning and deep teaching at home and abroad through the literature research method.Secondly,through the questionnaire survey method,the existing level of biological deep learning of high school students is investigated and studied to understand the students’ deep learning level and existing problems.In addition,based on the above research,according to the relevant requirements of the new curriculum standards,based on Jensen’s "DELC" and Guo Yuanxiang’s "TOP" teaching model,the implementation path of high school biology deep teaching is proposed,which has three stages: the teaching preparation stage includes learning content analysis,learner analysis and the design of teaching objectives;the teaching stage includes preparatory knowledge,construction of new knowledge and deep processing knowledge;and the teaching evaluation stage includes evaluation feedback and teaching reflection.In the teaching preparation stage,based on curriculum standards,the teaching content is integrated;around the student,the development orientation of the teaching goals are formulated.In the teaching stage,a variety of teaching strategies are adopted: creating situations and stimulating interest;connecting old knowledge,problem-driven;group discussion,thinking collision;data analysis,inquiry learning;presenting topics,migrating applications;ladder problems,step-by-step breakthroughs.Finally,the experimental research method is adopted,the new teaching version of high school biology selective compulsory 1 "steady state and regulation" and selective compulsory 2 "Biology and Environment" as the teaching content,according to the implementation path of deep teaching,the deep teaching design and its teaching experiment research are carried out,and the "High School Biology Deep Learning Level Questionnaire" is used to detect the deep learning level of students.The experimental results showed that there was no significant difference in the deep learning level of the students in the two classes before the experiment(p>0.05),both of which were at a medium level;the total scores of the students in the experimental class after the experiment were higher than those in the five sub-dimensions of active knowledge construction,intrinsic learning motivation,critical thinking,ability to transfer application,and metacognitive ability,and there was a significant difference in the deep learning level between the students in the experimental class and the students in the control class(p<0.05);the total scores of the experimental class and the scores of each sub-dimensional dimension after the experiment were higher than before the experiment,and the deep learning level was significantly improved,and there was a significant difference(p<0.05),there was no significant difference in the level of deep learning in the control class before and after the experiment(p>0.05).The results show that the implementation path of high school biology deep teaching significantly improves the level of deep learning of biology in actual teaching,and verifies the effectiveness of the implementation path of high school biology deep teaching.