Research On Teaching Practice Of Important Concepts Of Biology In Junior Middle School Based On Deep Learning

Deep learning means that based on active processing and deep understanding,students can critically learn new knowledge and integrate it into the original cognitive structure.After a high level of the thinking process,they can flexibly use the knowledge and ability they have learned to learn methods to solve practical problems."Compulsory Education Biology Curriculum Standards(2011 Edition)" conforms to the development and reform direction of international science education,clearly showing the teaching requirements of "advocating students 'deep learning" and "highlighting the transmission of important concepts" in biology courses,and emphasizing students' initiative learning,hoping that every student can have a deeper understanding of biological knowledge through learning,and can have better development in learning ability,inquiry ability,and problem-solving ability.Therefore,in recent years,deep learning theory has earned more and more attention from educators.This article is practical teaching research that has applied deep learning theory to the teaching of important concepts in junior high school biology classroom.Based on previous literature,investigate the deep learning of important concepts of 249 students in the first grade of in junior high school in Hohhot.Combined with the deep learning process model constructed by domestic and foreign scholars and the basic process of concept teaching,an important concept teaching process model based on deep learning was constructed,and the teaching process and application strategies were elaborated in detail;also some teaching cases were compared based on the model designed.Taking the students in two parallel classes in the first grade as the research object,the experimental class use the important concept teaching process model based on deep learning to teach,and the control class uses the conventional teaching model.By comparing the academic performance,learning attitude,learning method,knowledge building ability,transfer application ability,and critical analysis ability of the two classes before and after the experiment,the teaching effectiveness of the teaching process model of important concepts based on deep learning was analyzed.The results found that:(1)A questionnaire survey on students 'learning before the experimental study showed that the respondents' deep learning was not ideal.Most students(68%)passively participated in classroom teaching,some students(15%)preferred to use the shallow learning method of rote memory,more than 50% of students could integrate old and new knowledge into a complete knowledge system,or even knew how to build a knowledge system with tools,so deep learning of important concepts is necessary.(2)After the experiment,the average score of the experimental class was 5.02 points higher than the control class,the difference was statistically significant(p value <0.05);the excellent rate of the experimental class was 3.59% higher than that of the control class,and the passing rate of the experimental class was 14.26% higher than that of the control class,the difference was statistically significant(p value <0.05);The average value of learning attitude,learning method,knowledge building ability,transfer application ability,and critical analysis ability of experimental class students increased by 2.77,0.83,1.88,3.06,and 1.10,and the control class increased by 0.37,0.01,0.22,0.11,and 0.12.There are significant differences in the depth of each dimension between the experimental class and the control class(p value <0.05).This research showed that the construction of important concepts based on deep learning teaching process models and application strategies can improve students' deep learning levels to varying degrees,which has certain feasibility.However,the implementation level in teaching practice still needs to be further strengthened and perfected.