High School Biology Teaching Research Based On Deep Learning Route

The social development of twenty-first Century was very swift and violent,it gives new standards to the assessment of talent.The fragmentation of knowledge,shortness of memory,surface learning has been unable to meet the needs of the times,deep learning is the general trend of the reform of International Education,it is a powerful embodiment of the key competencies of Biology.This paper has carried out research through literature analysis,questionnaire,interview investigation and quasi experimental research.Through the literature research the author reviews the research status of deep learning,and distinguishes the deep learning about the field of artificial intelligence and Education,and elaborates the concept of deep learning.The theoretical basis of deep learning is analyzed.Deep learning and surface learning are contrasted in 10 aspects,such as learning motivation,learning method,and the way of memory,thus the essential features of deep learning are clarified.This paper also introduces the theoretical level evaluation framework and the evaluation method of practical level of deep learning.In addition,this study explains in detail what is Deeper Learning Cycle and outlines its 7 steps,and The feasibility of applying the Deeper Learning Cycle to the teaching of biology in high school is also analyzed.A survey of the deep learning status questionnaire was made to investigate the present situation of the senior two students,and the main reasons that affect the quality of deep learning are analyzed.The results of the survey show that students'deep learning is a medium level,through Oneway ANOVA,the P value is more than 0.05,indicating that there is no significant difference between the scores of the students in the different classes,which provides some basis for the selection of experimental class and the control class in the quasi experimental study.From the answer of the second part of the questionnaire,the students in the survey lack the ability to think deeply and migrate,they have a narrow field of vision and little knowledge of forward position knowledge of the subject.A quasi-experiment study is carried out.In order to test the effectiveness of "high school biology teaching based on Deeper Learning Cycle," the teaching of "plant hormone regulation" is designed based on Deeper Learning Cycle,and carry out this teaching in the experimental class,routine teaching is carried out in the control class.The experimental class and the control class students were evaluated by the method of concept map and the interview.Results show:In the concept map method,the average score of the II class is 3.58,the average of the I class is 3.08,The P value of the Mann-Whitney U test is 0.036,less than 0.05,that is,the results of the experimental class are higher than the control class,and there is a significant difference between the results.The results of the interview showed that the learning situation of the 3 students in the experimental class was better than that of the 3 students in the control class.Therefore,the biology teaching in high school based on Deeper Learning Cycle is basically feasible,and,to a certain extent,it can be considered that teaching based on Deeper Learning Cycle is helpful to the students' deep learning.