Research On Teaching Design Of High School Biology Unit Based On Deep Learning

Regardless of whether they are put forward in the new round basic education reform to strengthen the cultivation of core literacy of students discipline,or the national medium and long-term education reform and development plan outline emphasizes the cultivation of students' autonomous learning ability and promote students to better adapt to society,suggests that education in quality education,lifelong education stage in our country.Obviously,shallow learning has been unable to adapt to the rapid growth of information knowledge,can not better meet the needs of social development.Accordingly,deep processing of information,promoting the transfer and utilization of knowledge,and developing higher-order thinking have become the trend of learning concepts,and deep learning is closely related to this concept.Based on this,on the basis of investigating the status quo of deep learning in biology,the author constructed a teaching design process to promote students' deep learning,hoping to provide reference for front-line teachers.Firstly,the research background is elaborated from three aspects: the situation and appeal of The Times,the importance of deep learning and the lack of empirical research,and the purpose,significance,ideas and methods of the research are determined.Secondly,by referring to relevant literature,the concept and characteristics of deep learning are summarized and the relevant theoretical basis is introduced.Then through the questionnaire of teachers and students to understand the current status of deep learning of high school biology,find out the existing problems of deep learning of high school biology;Then,unit teaching was carried out according to ADDIE model,specifically including the content analysis of the chapter "Gene Mutation and Other Mutations",and the teaching process promoting deep learning was constructed based on the deep learning strategy of allostopic model,and the constructed process was further improved according to the cognitive model of deep learning.The process is mainly composed of six parts,which are: to stimulate the motivation and improve the enthusiasm of students;Start old contacts and make connections;Multiple confrontations,deconstruct the original concept body;Use thought assistants and formal systems to increase participation;Call and recombination,improve the ability to solve problems;Forming a conceptual system for evaluation.The chapter "Gene Mutation and Other Mutations" was developed and practiced according to this process.Taking196 first-grade students of Junan No.2 Middle School of Linyi City as the research object,the homogeneity of the students was analyzed with the mid-term examination results.After the implementation of the teaching,the post-test questionnaire was prepared and the research objects were measured.After collecting the data,SPSS23.0 software was used to analyze the data.Combined with the interview results of students,the effectiveness of the teaching design practice was tested and evaluated.Unit according to the results,based on the deep learning of high school biology teaching is designed to help students to reduce the memory load in order to better understand knowledge,and deep in promoting students' learning has a more significant role,after class,and students showed higher emotional engagement,but in promoting students' critical thinking effect is not very obvious.It can be seen that the constructed integrated instructional design is not effective for all aspects of deep learning,so we can selectively apply it to our teaching process.