The Practice And Instructional Design Of Promoting Deep Learning In Chemistry Teaching Of Senior High School

Promoting the all-round and harmonious development of students'personality is the essence of basic chemistry education.It is the requirement of adapting to the spirit of the society to cultivate students' core qualities in chemistry.Deep learning is an important concept in current learning theory.Deep learning advocates learners to integrate the new knowledge and the prior one,to understand critically,and on this basis,to solve the problem.The idea of deep learning is the returning to the essence of education,the respecting the law of education,the implementing curriculum standards and responding to the challenges of the times.High school chemistry knowledge has a large capacity,strong system and strong comprehensiveness.It is necessary to cultivate students' core literacy and advanced thinking in the process of learning.There are still some unsatisfactory aspects in the actual classroom teaching:teachers focus on the surface change of knowledge teaching and teaching methods;students have less activities and lack of dialogue with teachers;class teaching lacks understanding,practicing and internalization of the knowledge.Therefore,most of the students' learning still stays at the shallow level.Firstly,this paper analyses the characteristics,elements and modes of Chemistry Teaching in senior high schools with deep learning in theory.Based on the elements of deep learning,instructional design and practice are carried out,and the understanding and evaluation methods of deep learning are deepened according to the results of teaching practice.The research takes two classes of Y senior high school as experimental class and comparison class,and guided by the Teaching Elements of Deep Learning,carries out a one-semester teaching practice.This paper includes the following five parts:The first part is to sort out the research status at home and abroad and clarify the reasons for choosing the topic.Introduced the research ideas,content and methods and defined the conception of deep learning.The second part introduces the theoretical basis of the study,including high school chemistry curriculum standards and chemical core literacy Theory,learning theory,teaching theory and cognitive theory of deep learning.In the third part,we explore the relationship theoretically between deep learning and the development of students' chemical core literacy.This paper expounds that deep learning is an effective way to promote students' chemical core literacy,investigates the current situation of high school chemistry teachers' understanding and practice of core literacy,and analyses the requirements for teachers to promote deep learning.Put forward the teaching mode and research method,the key-elements of chemistry teaching,teaching design and evaluation to promote deep learning.In the fourth part,teaching design is carried out according to the teaching design elements of deep learning.Teaching practice is carried out according to the teaching model of deep learning.In the fifth part:conclusion and suggestion.It is concluded that:deep learning can promote students' learning effect;senior high school chemistry deep learning teaching design should be based on four key elements;the construction of students' core literacy should be based on solid foundation;and teachers' deep learning is the guarantee and premise of students' deep learning.In view of the high school chemistry teaching design to promote deep teaching,the following suggestions are put forward:(1)Teachers should cultivate their deep learning ability.(2)Teaching design should implement the elements of deep learning.(3)Teachers should deepen their understanding of textbooks and students' analysis.(4)Reasonable use of teaching media in the actual teaching process.