Promote The Construction Of A Deconstructive Teaching Model For Deep Learning

In the wave of educational modernization,the reform of basic education in China has also put forward the concept of new curriculum reform,and is focusing on building and improving the curriculum system of basic education based on the development of students' core literacy.However,when these changes are implemented in the front-line classroom,they inevitably become mere formality and ignore their essential significance.Taking the information technology classroom as an example,when students learn to program,they still focus on the methods of speaking and practicing and task driven.Using these teaching methods alone,students can imitate and complete works,but it is difficult to really generate understanding,complete deep exploration,and transfer learning.Deconstruction teaching is a kind of teaching based on understanding,which pursues the ability of students to transfer,use and solve problems,which is consistent with the concept of deep learning.It "starts with the end",thinking about the purpose before teaching,and designing appropriate teaching by focusing on the expectations to be achieved in teaching.Let students get a real understanding in the exploration,to transfer and innovate to achieve in-depth learning.The purpose of this study is to design a deconstructive teaching model to promote deep learning and explore its effectiveness.In this study,67 students from two parallel classes in Grade 5 of Nanjing J primary school were selected as the research objects to carry out scratch teaching of information technology course in primary school,and to carry out action research on the promotion of deep learning by deconstruction teaching.Among them,there are 32 boys and 35 girls.There are no students in the teaching class who have ever been exposed to programming language,all of them are at zero basic level.In the three rounds of action research,problems in the actual classroom are found and the preliminary design of teaching mode is revised.In the process of literature review,this study combines the basic mode and characteristics of deconstructive teaching and deep learning,and constructs a preliminary teaching mode.Through each round of action research plan,action,research,reflection of the actual record as the main basis for model revision model design.Secondly,the corresponding scale is designed according to the theory ofsolo classification evaluation,and the feedback works of each round of action research are used to verify the level of students' deep learning.At the same time,according to the deep learning level questionnaire to compare the changes of students before and after the test,supplemented by the study attitude survey and interview analysis to verify the effectiveness of the model.Finally,the research constructs a deconstruction teaching mode with "deconstruction reconstruction" as the core.Deconstruction can be designed from two aspects: autonomy and granularity.Reconstruction can be divided into three forms: restoration,adjustment,and reconstruction.In the implementation of the model,i.e.effectiveness verification,it is found that through the continuous revision of the teaching model in action research,the level of students' deep learning has been significantly improved,and the post-test of deep learning mode has also changed significantly compared with the pre-test.In the attitude survey and interview,it is found that students are satisfied with the teaching mode,and feel that the teaching mode is fully given.