Research On Chemistry Illustration Teaching In Junior Middle School Based On The Perspective Of "Deep Learning"

Under the guidance of the concept of deep learning,this study combines the teaching of chemical illustration in Grade 9 with deep learning under the background of the new curriculum standards and the rapid development of information age and media technology.On the basis of explaining the corresponding theoretical basis,analyzing and summarizing the concept and characteristics of deep learning,combining with the comparison between deep learning and shallow learning,the illustrations of ninth grade chemistry textbooks are subdivided,and appropriate teaching strategies of deep learning are put forward for the illustrations of various types of chemistry textbooks subdivided,and depth-based learning is selected and designed.From the perspective of learning,the typical cases of the ninth grade chemical illustration teaching in PEP Edition are introduced,and the above cases are used to carry out teaching practice.Through the summary and analysis of teaching practice,the validity of the strategies is verified,and the students are helped to realize the deep learning of chemistry by means of illustrations.Finally,the process and results of this study are summarized,and the reflective research is put forward.The present shortcomings and their causes provide basis and suggestions for the follow-up study.This paper is divided into six parts:The first part:Starting from the background,content and significance of the research,and methods and ideas,it defines the core concepts,and summarizes the research status of deep learning and illustration teaching at home and abroad.The second part:mainly elaborates the relevant theories of this study.Based on Constructivism theory,distributed cognitive theory,situational cognitive theory and metacognitive theory,the theoretical basis of this study is constructed,and the theoretical basis for guiding this study is briefly summarized.The relationship between the above-mentioned theories and deep learning is analyzed and discussed.This paves the way for the design and implementation of follow-up strategies.The third part:To investigate and analyze the current situation of illustration teaching,including the statistics of the number of illustrations in the ninth grade chemistry textbook published by the People’s Education Press and the statistics of the chemical illustrations in the middle school entrance examination in Ningxia.Combining with the field survey and interview analysis,it summarizes the deficiencies of deep learning and illustration teaching.The fourth part:According to the design principles of illustration teaching strategies based on the perspective of in-depth learning,and combining the characteristics of different types of illustrations,the teaching strategies are put forward.The fifth part:Taking three typical i]lustrations in textbooks as examples,combining the illustration teaching strategies created in this paper,writing instructional design and carrying out practice,and then evaluating and analyzing the results of practice in the form of knowledge survey.The sixth part:Summarizing the work done in this study,the author draws the conclusion that the illustration teaching strategy created by the author under the guidance of the concept of deep learning can effectively promote the deep learning of chemistry.Based on this conclusion,the author reflects on some problems in the empirical stage,and puts forward some relevant suggestions combined with the actual teaching situation.