Investigation On The Present Situation And Teaching Strategy Of Chemistry Deep Learning In Junior Middle School In Ethnic Areas

With the deepening reform of basic education curriculum,junior middle school chemistry teaching requires students to learn to think in the process of chemical learning,learning to learn,learn to use knowledge to solve practical problems,this should be called for students to learn from shallow to deep learning,the concept of deep learning to students according to their own needs,active learning knowledge,on the basis of the understanding of knowledge information,integration of old and new knowledge,and knowledge can be flexible migrated to the real and complex situations to solve practical problems.Science education in ethnic areas is an important part of ethnic education.It is an important foundation for the use and development of science and technology,which determines the level of economic development in ethnic areas.Chemistry plays a pivotal role in science education.It not only penetrates into people's lives all aspects are still an important force for advancing the progress of modern social science and technology.Junior high school is an important stage for students to learn chemistry well.Therefore,the study of deep learning of junior middle school chemistry in ethnic areas is very important.This research attempts to understand the current status of junior middle school chemistry deep learning level in ethnic areas through survey methods and find out ethnic areas under the perspective of deep learning.The problems in the junior middle school chemistry classroom teaching,and then put forward corresponding teaching strategies,and finally carry out teaching practice research,proving that the proposed teaching strategies can promote the operability and effectiveness of the deep learning of junior middle school chemistry in ethnic areas,with a view to the education of ethnic areas development provides a meagre force.The content of the article is mainly divided into the following five major parts,the specific research content is as follows:First: Based on the background of the development needs of science education in ethnic areas,deepening the reform of basic education courses and the current situation of chemistry teaching in ethnic areas,sort out relevant literature on chemistry teaching in ethnic areas andin-depth learning at home and abroad,and organize and analyze the existing research Insufficient,thus confirming the direction of this research: the investigation of the status of deep learning of junior middle school chemistry in ethnic areas and the study of teaching strategies.Second: On the basis of literature review,the meaning,characteristics and realization process of deep learning are clarified.Finally,theoretical analysis of deep learning is carried out from educational ideas such as constructivist theory,situational cognitive theory,and metacognitive theory.The whole study provides theoretical support.Third: Based on the compatibility framework of the division of deep learning in the field of deep learning by the American Research Council and the division of the dimension of deep learning ability literacy by the Hewlett Foundation,based on the characteristics of deep learning,refer to the existing deep learning questionnaire survey Table,compiled the "Investigation of the Status of Deep Learning in Junior Middle School Chemistry in Ethnic Areas",randomly selected 335 students from two junior middle schools in Tongren District to conduct a questionnaire survey,and interviewed middle school chemistry teachers in ethnic areas to understand the actual situation of chemistry in junior middle school students in ethnic areas Finally,combined with the results of the questionnaires and interviews,I found out the problems in the chemistry classroom teaching of junior middle school in ethnic areas from the perspective of deep learning,and provide a factual basis for promoting the construction of deep learning teaching strategies in middle school chemistry teaching in ethnic areas.Fourth: According to the problems existing in the deep learning of junior middle school chemistry in ethnic areas,the teaching strategy of deep learning in junior middle school chemistry in ethnic areas is constructed around the three stages of the deep learning realization process.Deep learning introduction stage: creating a good classroom learning environment strategy;deep learning main stage: using inquiry-based teaching,problem-based learning,using mind mapping teaching and other strategies.Deep learning evaluation and reflection stage: attach importance to process evaluation,encourage reflective learning and other strategies.Fifth: Conduct a comparative experiment,select the 9th grade chemistry of the People's Education Edition,"solution" as the teaching practice research content,combined with the deep learning implementation process,design a teaching case guided by the deep learning teaching strategy,and incorporate the teaching case Used in selected experimental classes,while the control class still uses traditional teaching methods.After teaching practice,tests,questionnaire surveys and teacher interviews are used to verify the experiment,with a view tounderstanding the teaching strategies based on deep learning applied to chemistry teaching in junior middle schools in ethnic areas Effectiveness and shortcomings provide more constructive opinions for the teaching of chemistry deep learning for middle school students in ethnic areas.After investigating the current situation of junior middle school chemistry deep learning in ethnic areas,the following research conclusions are drawn:Based on the investigation of the current situation of deep learning in junior middle schools in minority areas,the following conclusions are drawn:1.junior high school students in ethnic minority areas,deep learning level is not high,the students on the dimension of knowledge construction,learning attitude,deep learning in the average level,but in the knowledge integration,critical thinking,problem solving,coordination,communication,metacognitive ability,the low level of deep learning motivation seven dimensions;2.There is no gender difference in the depth learning level of chemistry in junior middle schools in ethnic minority areas;3.There is a significant positive correlation between the level of deep learning in chemistry of junior middle school students in ethnic minority areas and their performance.4.From the perspective of deep learning,the problems in chemistry classroom teaching in junior middle schools in minority areas are as follows: lack of attention to students' knowledge exploration process and students' thinking formation process;Neglect the construction of good classroom learning environment;Instead of paying attention to the method of teaching knowledge integration,paying attention to the final result evaluation,ignoring the cultivation of students' metacognitive ability.After conducting empirical research on teaching strategies,the following conclusions are drawn through data analysis:1.The proposed teaching strategy of deep learning of chemistry in junior middle schools in minority areas is operable;2.The teaching strategy of deep learning of chemistry in junior middle schools in minority areas can improve students' learning drive;3.The deep learning teaching strategy of junior middle school chemistry in minority areas can promote students' understanding and application of knowledge;4.The proposed deep learning teaching strategy of junior middle school chemistry in minority areas can improve students' knowledge construction and knowledge integration ability;5.The proposed deep learning teaching strategy of chemistry in junior middle schools in minority areas can improve students' advanced thinking ability.Finally,the author summarizes and reflects on the research,and puts forward some Suggestions based on the problems found in the teaching practice.This paper aims to provide some references for front-line chemistry teachers in ethnic minority areas to implement the teaching strategy based on deep learning in practical teaching.