A Hands-on Study Of Deep Learning Of Important Concepts In Junior High Biology

The strategic themes of educational reform and development,as well as the training objectives of the new curriculum reform,point out that students with practical ability and problem-solving ability should be cultivate;The curriculum objective of biology points out that it is necessary to develop students’ scientific thinking,which is inconsistent with the current situation of surface learning.And promoting students’ deep learning is a feasible way to resolve this contradiction.For biology,only core knowledge in the discipline,that is,important concepts of biology,is necessary for deep learning.Therefore,this study explores how to promote students to deep learning of important concepts.Deep learning is a learning method that points to higher-order thinking.It means that the path for learners to acquire knowledge needs to be processed in multiple steps.And finally learners can get all-round development in emotions,will,and interests.Important biology concepts are more advanced core knowledge of the subject that governs general concepts,occupying a dominant position in the biology department.In this study,literature research methods were used to review the literature on "important concepts in biology" and "deep learning".Using the questionnaire survey method,a current situation survey was conducted in a middle school in Shenzhen.The survey results showed that the overall deep learning level of the students was below intermediate.The interview method was used to interview students and teachers respectively.It can be concluded that the factors affecting students’ deep learning are:student learning motivation,learning engagement,knowledge integration ability.The strategies adopted by teachers to promote students’deep learning include:teaching with examples of life,constructing concepts in applications,and deep processing in inquiry.In addition,at the teacher level,there are some factors that hinder students’ deep learning.The important concepts in the four volumes of biology textbooks are sorted out,and the teaching analysis of important concepts is carried out.According to the deep learning routes in the existing research,and the content analysis and academic analysis of important concepts,the teaching process of deep learning of important concepts is constructed.The process includes five steps:pre-evaluation,activation of prior knowledge,acquisition of new knowledge,in-depth processing knowledge,and evaluation and reflection.Among them,"deep processing knowledge" is the most critical link in this process.Based on the analysis of the existing theoretical research and the analysis of the results of the current survey,the teaching strategies for the in-depth processing of important concepts are constructed:concept map strategy,problem situation strategy,and science history teaching strategy.Study the specific application of three teaching strategies,and design teaching cases for each strategy.According to the constructed teaching process and teaching strategy,practical research is carried out by using educational experimental methods.Through the analysis of the pretest data,the control class and the experimental class are determined in the second grade.After the teaching practice is completed,post-tests are conducted from three aspects,namely,the level of deep learning,the level of recognition of important concepts,and the test results.The post-test data shows that:(1)the overall deep learning level of the experimental class is significantly higher than the control class;(2)The cognition level of important concepts in the experimental class has also been significantly improved compared with the control class;(3)The test scores of the experimental class are higher than the control class,but there is no significant difference in the results of the two classes.From this,it is concluded that the deep learning strategies of important concepts constructed in this study are effective and can promote students’ deep learning of important concepts.The strategies constructed in this study can provide a reference for front-line teachers to carry out deep learning teaching..However,there are still deficiencies in the research,and further improvement is needed in subsequent teaching practice.