Research And Practice On Senior Chemistry Teaching Design Based On Deep Learning

The Outline of the National Medium and Long Term Education Reform and Development Plan(2010-2020)puts forward that "educating people first" as the core of the development of education at present,focusing on the cultivation of students' learning ability,practical ability and innovative consciousness.With the continuous advancement of curriculum reform and the proposal of core literacy,high school chemistry teaching requires students to learn to study actively,learn to think and learn to transfer and apply knowledge,which requires students to turn shallow learning into deep learning.Therefore,the study of in-deep learning in teaching can cultivate students' core literacy and promote the transfer and application of knowledge.This research includes four parts,the first part is to consult the relevant literature and sort out the theory and research status of deep learning;The second part is to compile a questionnaire and interview teachers to understand the current situation of chemistry deep learning of senior high school students and analyze the reasons that affect the deep learning of them;The third part is to explain the combination of deep learning route and chemistry teaching,put forward the general process of chemistry teaching design based on deep learning route,and put forward the teaching strategies of deep learning of different types of chemistry knowledge,and apply them to teaching design;The fourth part is practical research.In the experimental class,the teaching process based on deep learning is used for teaching design,while in the control class,the conventional teaching design is used.After a unit of study,the learning effect is tested by self-compiled test questions,and the final conclusion is drawn by analyzing the data obtained.The results show that the chemistry study of senior one students is at a shallow level at present.The students have a certain intrinsic learning motivation,but generally not very strong;the students' awareness of self-construction knowledge is not strong,and few students can independently preview and review;the students' critical consciousness is relatively shallow,only some students have critical consciousness;the students' knowledge transfer level is insufficient,and it is difficult to achieve the effective transfer of knowledge;the students' metacognition ability is not strong,and they lack the supervision and regulation of themselves.The factors that hinder the students' deep learning include teachers' lack of self-accomplishment and lack of understanding of the theory of deep learning;the neglect of the students' main demands in the teaching process;and the emphasis on the results of teaching evaluation and the light of the process.From the student level,it includes: lack of initiative,lack of thinking;weak foundation,lack of good learning style;lack of learning planning,lack of reflection spirit.Through the analysis of the results of the experimental class and the control class,it is found that the teaching design based on the deep learning can promote the students' deep learning,but it has no obvious effect on the students' shallow learning.It shows that the teaching design process of deep learning proposed by this study is effective.