Research On Teaching Design Of Deep Learning For Senior One Chemistry

In 2014,the state took comprehensively deepening curriculum reform as a landmark project in the new era to implement the fundamental tasks of morality education,and took the cultivation of students' core qualities as the new goal of basic education curriculum reform.In order to deepen the curriculum reform in an all-round way and implement the fundamental task of establishing morals,the Ministry of Education's Basic Education Curriculum and Textbook Development Center organized a team of experts to start research and development of deep learning teaching improvement projects as an important starting point for deepening the reform of basic education curriculum Practical research on core literacy development and subject curriculum standards.Deep learning is based on understanding,emphasizing higher-level cognitive goals,and pointing to the development of students' core literacy.The purpose of this research is to promote the deep learning of chemistry in the first year of high school students through the design and practice of deep learning,and improve the students' deep learning ability.Based on the constructivist learning theory,cognitive flexibility theory and cognitive goal classification theory,this article has carried out the following research:(1)Through literature analysis,understand the research background of deep learning,domestic and foreign research status and development trends,and the core concepts Be defined.(2)Through questionnaire surveys and teacher interviews,understand the problems in the deep learning of chemistry for high school students,and analyze the factors that affect the deep learning of chemistry for high school students.(3)Combining the research results of the first two parts,the teaching design principles of deep learning are proposed,and the teaching design of "ion reaction" and "element enriched in seawater-chlorine" is accordingly designed.(4)Expand teaching practice and test teaching effect.Through questionnaire survey to understand the students' deep learning ability in the interpersonal and self fields,through the test questions to investigate the students' deep learning ability in the cognitive field,and evaluate the students' deep learning effect.(5)Draw conclusions of this study,summarize the shortcomings and look forward.The results of this study indicate that the current chemistry deep learning of high school students of senior one has the problems of poor self-learning ability,insufficient communication and expression ability,and weak transfer and application ability.After the teaching practice,the deep learning ability of the experimental class students in the interpersonal field,self field and cognitive field are higher than the control class,and the deep learning ability of the two class students in the cognitive field is significantly different.Explain that the high school chemistry deep learning teaching design and teaching practice developed in this study can promote students' deep learning and enhance students' deep learning ability.