A Study On Chemistry Teaching In Junior High School To Promote‘deep Learning'

It is an important way to improve the core quality of students to realize the synchronous development of knowledge learning and ability training through in-depth learning.In recent years,the research on deep learning in the educational field is increasing gradually,but there is still a certain separation between theory and practice.Based on this,this study is based on the theoretical research and junior high school chemistry teaching practice,in-depth analysis of the connotation of junior high school chemistry deep learning characteristics,and focus on the construction of junior high school chemistry ‘deep learning' process model.The paper mainly includes the following parts:1.Literature review on the research of ‘deep learning' at home and abroad,and clarify the research purpose,ideas and methods combined with the problems in practice.On the basis of defining the connotation of deep learning and clarifying the relationship between deep learning and shallow learning,the main characteristics of deep learning are summarized(1)Deep learning aims to develop high-level thinking and core literacy;(2)Deep learning pays attention to the cultivation of critical thinking;(3)Deep learning emphasizes the integration of information and the construction of knowledge;(4)Deep learning attaches great importance to the transfer and application of knowledge and the solution to the problem of poor structure.Furthermore,the process model of junior high school chemistry in-depth learning is constructed(1)The preparation stage of deep learning: creating learning situation and causing cognitive conflict;(2)The stage of acquiring knowledge: making full use of chemical experiments to promote students' higher-level thinking;(3)In the stage of deep knowledge processing,students are guided to construct internalized knowledge actively;(4)Evaluation stage: multiple evaluation methods guide students to self reflection and transfer.2.Based on the literature analysis and theoretical construction of in-depth learning,four teaching examples are compiled to promote in-depth learning by selecting different types of learning content(element compound,concept principle),different course types(new teaching,review class and extracurricular expansion class).3.Select the experimental group and the control group,carry out the teaching practice research of promoting deep learning,and evaluate the effect of deep learning through the comparison of test results and questionnaire survey.The study found that deep learning the first mock exam results in the junior high school students,and the results of the study were significantly improved,especially the students' ability to solve the complex problems.The results of the first group analysis showed that the students in the experimental group performed significantly better than the control group in solving the complex complex problems.It is clear that deep learning is effective for the development of students' higher-level thinking ability;secondly,students' interest in learning chemistry has been significantly improved,their enthusiasm and initiative in learning chemistry have also been significantly increased,and their interest in chemical exploration and scientific and technological innovation has also been significantly improved,which shows that after deep learning,students prefer to learn chemistry;in addition,students adopt effective learning methods The level of learning strategies has also been significantly improved,which shows that after in-depth learning,students are more able to learn chemistry.