Teaching Research Of Biological Micro-topics To Promote Deep Learning Of Senior Three Students

Education has entered a stage of comprehensive deepening reforms,and transforming shallow learning and improving deep learning has become the consensus of all disciplines.However,the investigation of senior three students in the backward mountainous areas shows that the students are not good at the deep learning.As a new teaching style,micro topics provide a new way for deep learning.The study focused on three areas to solve the following three problems to promote the deep learning: How to carry out the special micro qualitative,selection and construction of guiding deep learning? How can the classroom teaching of micro topic be carried out to promote deep learning? How to judge the effects of students' deep learning after the teaching of micro topics?Based on the previous literature review and general survey,we carried out the overall design of micro topics to promote deep learning,and put forward a deep teaching structure named "three steps and five links" to ensure the effective occurrence of deep learning.First,studying step: Research on the curriculum integration steps,overall integration project from the perspective of micro value was explored "what to teach" and "how to teach".Second,practicing teaching steps: the classroom process of micro topics was conducted based on the principles of constructivism and group collaborative learning.There are five links in practice:the introduction of knowledge in the topic-questioning process,the deep processing and internalization of textbooks,the group study and system-sharing sessions,the examination of knowledge in the deliberate practice sessions,and the promotion of deep learning.Finally,reflecting step: Supporting deep learning in “what to change and how to change”.A total of sixty school-based micro-topics were selected for ten modules,a seven-month curriculum implementation was conducted,and three typical teaching cases were presented.The quantitative,qualitative and tracking analysis of students' cognitive level,self-assessment,and classroom performance before and after the micro thematic implementation were carried out.The results are that micro topics can promote students' active participation in subject learning and promote their important characteristics of deep learning,such as "understanding and criticism,connection and construction,migration and application".A clear show isdirectly reflected in the significant difference between students' test scores before and after the conduction of micro-topics,and 78.95% of the students in the post test city ranking increase significantly.However,it is proposed that micro-topics teaching not only focus on the importance of teaching in their specific design but also establish a teaching community in the implementation of the classroom.This research provides a useful and practical reference for biology teaching and studying.