Deep Learning Study In Thematic Unit Teaching Of High School Biology

Based on the background of deep learning and the demand of deepening curriculum reform,this thesis tries to seek connection between "biological deep learning" and "thematic unit teaching",and strives to design and develop suitable deep learning process for the thematic unit teaching under the current deep learning situation and the background of deepening curriculum reform of ordinary high schools in Zhejiang province,as a result of echoing to the deep learning wave of the rise of primary and secondary schools.Through the implementation of this teaching process,it aims to improve the students' deep learning level,thus promoting students to learn to learn.The construction of deep learning process under the thematic unit teaching of high school biology as well as its practical research could not only enrich the relevant research results of deep learning at the theoretical level,but also deepen the curriculum reform in the practical operation level,which helps schools conduct research on the construction of deep learning processes based on the theme unit teaching.Through the analysis of learners,unit learning theme,deep learning objectives,deep learning activities,and continuous evaluation,this thesis designs and constructs the deep learning process under the thematic unit teaching of high school biology,and carries out the teaching practice research.The whole procedure adopts the basic research route from "theoretical research" to "process construction research" and to "practical research".The literature research method is used to sort out the relevant research results of deep learning and thematic unit teaching in order to provide theoretical support and basis for the construction and practical research of deep learning process.This thesis uses questionnaires,interviews and other research methods to collect the relevant data of the "biological deep learning" level of students in the test class,and carries out the preliminary research,finds the research problems,and propose the corresponding research hypotheses.Based on the four components of deep learning in the thematic unit teaching,the thesis combines the teaching design pattern and deep learning with three areas to carry out the complete study of deep learning process,and finally present the deep learning process under the thematic unit teaching of high school biology.The test class is chosen to conduct teaching practice research and verify the research hypothesis.Finally,the relevant information of the learner's feedback is collected and presented,and the results are analyzed to obtain the research results and conclusions.Finally,in the theoretical research,this thesis discussed the connection among the characteristics of biology,thematic unit teaching and deep learning,as well as the connection between deep learning and biology disciplinary competency,so as to indicate that thematic unit teaching is an effective way to achieve students' deep leaning,which could also help students to learn and cultivate their biology disciplinary competency.In the investigation of the current status,after the questionnaire containing three dimensions of cognition,interpersonal and self-study,the result shows from a overall aspect that most students are in low deep learning level,with some shortcomings in every competency waiting to be improved,among which the worse part is innovation-oriented,problem-solving and leaning attitude.In the practical research,this thesis analyzes the data collected from the questionnaire and students' outcomes and finds that the design and practical research of the deep learning process under the thematic unit teaching of high school biology could promote students' biology deep learning level.