Research On The Development And Application Of The Evaluation Tool Of Biology Deep Learning For Senior Students

As the promotion of the elementary education reform,deep learning,as one teaching concept,has been vigorously advocated.Deep learning emphasizes students' critical understanding of knowledge,focuses on students' activities and personal experience,and finally reaches the level of transfer and application.To this aim,deep learning is gaining more and more discussion,and the evaluation system also attracts more attention.In this study,the implication of deep learning and the current situation both at home and abroad were discussed comprehensively.It was found that the evaluation about deep learning of biology in China was scarce.Students' understanding of knowledge is invisible and intrinsic thought and the SOLO taxonomy theory may present a method to visualize status of students'learning.Therefore,this study employed the SOLO taxonomy theory to establish an evaluating system for students' deep learningThe aim of this paper was to determine whether students practiced deep learning in class,and judge whether they understand the key points of the course content.Through the study of the SOLO taxonomy theory,an evaluating system for the quality of deep learning in biology class at senior high school was developed and improved according to Delphi Method.This evaluation system was subsequently applied in classroom to determine the level of students' deep learning and teaching effectiveness,and then the results were statistically analyzed to gain the feedback.The evaluation system was also used to analyze the accomplishment of students' homework.This study described the process to construct the evaluation system and apply it to classroom observation and after-class testing.Consequently,based on the feedback of the evaluation results,teachers could timely get the issues in students' biological learning,and to improve teaching methods and teaching strategies to help students optimize the learning methods,and build a knowledge system.Finally,students' deep learning would be achieved.In this study,a class of senior high school students in H high school was selected as the experimental object,the teaching content was cell proliferation,case analysis and evaluation system were used for statistical analysis of students' learning results.The results showed that:(1)Most of the students in the class were at the level of shallow learning,while only a few were at the level of deep learning.(2)Most of the students were still in the shallow learning ability because they could master well in the single point and multi-point knowledge,however,they could not effectively master the higher-level knowledge learning.(3)Students differed in learning ability.Most of the students with shallow learning could master the multi-point knowledge,while the students with deep learning could master the relational knowledge.For the students with shallow learning,teacher should create problem situations to guide student thinking,and then rethinking the original problem,and finally complete the knowledge learning of the overall structure system.For students at deep learning level,emprise should be put on their comprehensive ability development and the capability to solve practical problems and on the construction of the transformation from relational level to abstract level.This study mainly focused upon the evaluation system of deep learning ability in biology,and exploring a practical method which could help teachers to evaluate students'learning ability and to carry out individual strategy to help students achieve their deep learning ability.