Practical Study Of Concept Map Promoting High School Biology Deep Learning

High school biology curriculum has more basic concept,theory and knowledge that form a complex and huge knowledge system.If the learner does not carry on the knowledge of biology,it is easy to cause study efficiency drop as well as merely staying in the surface layer of knowledge.They may think biology is so difficult to learn,that they are not willing to study biological knowledge.Therefore,deep learning in high school biology is of particularly importance.Concept map,as a tool to graphic represent knowledge,uses the way of figures and lines to associate new knowledge with the original knowledge structure,so that the knowledge visualization in the mind could come out forming a complete knowledge structure.Through observing concept map,students can find the difference between the new and known knowledge.They will realize the migration of knowledge for deep learning through the assimilation to deepen the understanding of knowledge.The study summarized the research of deep learning and concept map revealing the characteristics of concept map,which can promote students' deep learning.According to the characteristics of the high school biology curriculum and deep learning routes or operating models of the scholars both at home and abroad,the paper put forward the general flow of promoting the deep learning of the high school biology using concept map.Based on the flow,corresponding teaching schemes were designed and used in high school biology teaching.Through teaching practice,the results reveal that the students have significantly increased in the aspects of learning interest,learning motivation,learning attitude,integrating information ability,reflection ability,analysis ability,evaluation ability,critical thinking and creative thinking,but the migration effect is not obvious.Therefore,the concept map teaching can promote students' deep learning to a certain extent in the high school biology class.