A Study On The Current Situation And Cultivation Strategies Of Deep Learning Of Element Compound In High School Students

The learning society demands to transform the traditional learning mode of students,and the shallow learning is far from satisfying human needs.The construction of modern teaching system provides students with an active learning culture environment for their autonomy,cooperation and exploration.In-depth learning is precisely adapted to the requirements of this learning society.The concept of deep learning means that learners can use a variety of learning strategies in the process of knowledge information processing based on their own contextual needs and learning interests,and establish links between multidisciplinary knowledge and information.Among them,the most important thing is to understand new knowledge and information through multi-channels,integrate old and new knowledge points,and establish relationships between them so that they can apply their knowledge and solve complex problems.The concept of knowledge of elemental compounds is more,more trivial,and the amount of information is larger,but there are certain systematic rules,and it is easy to build a corresponding knowledge network system.Its deep meaning and connection often provide an effective basic theory for the basic concepts and experiments of chemistry,and help learners to better understand the new knowledge.Therefore,how to achieve the extraction of information,zero integration,build a framework,expand and extend,learn to apply,in-depth learning is imperative.This article explores the current state,causes,and training strategies of high school students' deep learning of elemental compounds.The first chapter is the introduction.The second chapter expounds the theoretical basis of the study,discusses the theoretical basis of deep learning from the perspective of multi-dimensional cognitive theory,defines the deep learning of chemistry,describes its characteristics,and describes the requirements of deepening learning in the chemistry curriculum standards.In addition,the characteristics,knowledge system,and curriculum requirements of the knowledge of elemental compounds were also discussed.In the third chapter,by consulting the literature,the feasibility scale for deep learning of elemental compound knowledge is looked for,optimized and designed into related questionnaires.This study mainly draws from Nelson,Liu Lu and other optimized deep learning scales and NSSE-China deep learning scales.These scales deal with deep learning in stages,showing the progressiveness of thinking,and the thought patterns required for the knowledge of elemental compounds.Consistent,it is applicable to the study of deep learning of subjects.The survey questionnaire was designed to select high school students from the Changle Overseas Chinese Middle School in Fujian Province to investigate the status of deep learning of elemental compound knowledge and use SPSS 17.0 software to process the data.In the fourth chapter,the author selected three students with grades in the middle,middle,middle and lower grades and two teachers with years of teaching experience in the chemistry department in this year to conduct interviews with relevant contents.The fifth chapter is based on the third chapter and the fourth chapter,puts forward the corresponding training strategy,and applies it to the teaching practice,and carries out a 3-month empirical study in the way of experimental class and control class.The sixth chapter is an epilogue that summarizes and reflects the full text and looks forward to the future.The research results show that at present,senior high school students are willing to take initiative to gain knowledge through knowledge,integrate effective information from different sources,and try their best to build a two-way system between old knowledge and new knowledge and apply it.It is only these that if one word is used to describe it,it can only be said that "the golden mean" is more appropriate,that is,students have a certain level of deep learning,but they are limited to the point where they are not,and are not profound.In particular,the ability to understand issues,create,and innovate from the perspective of others is relatively lacking.Through interviews,we found that the causes of in-depth learning of high-school students' knowledge of elemental compounds can be summarized into seven aspects:learning motivation,learning ability,teaching methods,learning methods,learning communities,practical exploration,and evaluation mechanisms.Based on this,the author developed corresponding training strategies,namely:(1)Enhancing the high-level learning atmosphere of elemental compound knowledge(creating effective situations,motivating learning motivation;optimizing question forms,promoting analysis and construction;organizing teaching methods,focusing on migration applications)(2)Focusing on the integration and construction of compound knowledge of elements(improving learning methods,integrating curriculum resources;promoting multi-party cooperation,building a learning community)(3)Focusing on experimental exploration of elemental compound knowledge(4)Optimizing the deep learning of elemental compound knowledge.Through empirical research,we found that these culture strategies complement each other and combine effectively,which can greatly promote the deep learning of high school students' knowledge of elemental compounds.