The Practice Research Of Constructing Deep Learning Classroom Of High School Chemistry Based On SSI Teaching

With the deepening of educational research,deep learning is gradually attracting the attention of domestic and foreign educators.The Chemistry Curriculum Standards for General Senior High Schools(2017 Edition and2020 Revision)promulgated by China advocates the creation of real problem situations,attaches importance to the structured design of teaching content,stimulates students' interest in learning chemistry,and promotes the transformation of students' learning styles.The proposal of the core accomplishment of chemistry discipline makes it clear that the original ecological teaching and learning should be actively advocated(based on the teaching that is convenient for students to learn,rather than the learning that is convenient for teachers to teach),which reflects the learning style orientation from the superficial symbol learning to the deep logic learning and meaning learning.The key to deep learning is that students really become the subject of teaching.The depth of deep learning is to touch the depths of students' hearts and realize a learning state characterized by full experience,profound understanding and application of what they have learned.Deep learning can promote the development of students' core literacy,effectively promote the new round of basic education curriculum reform,and promote students' mastery of core knowledge.In order to promote students' deep learning,this study introduced socio-scientific Issues(SSI)into classroom teaching to realize students' deep learning state and construct deep learning classroom.Social science issues refer to the controversial social issues derived from the continuous development of science and technology.Introducing social science topics into high school chemistry teaching,creating teaching situations and triggering students' thinking and whole-body participation through social science topics can help achieve meaningful development of students and promote the occurrence of deep learning.In this study,the introduction of SSI teaching is the means and the realization of students' deep learning is the goal.At present,there are relatively few practical studies on the construction of deep learning classroom through SSI teaching in China and they are not systematic enough,so further studies are necessary.First,this study combs the literature related to SSI teaching and deep learning,and identifies constructivist learning theory,dialogue teaching theory,STSE teaching theory and deep learning theory as the theoretical basis.Secondly,according to the previous research,the teaching model of high school chemistry social science topics is designed,and the teaching practice lasts for half a semester.Third,design and select representative cases of social science issues to present.Fourthly,two classes of the High School Affiliated to Guizhou Normal University in Guiyang,Guizhou Province(hereinafter referred to as the High School Affiliated to Guizhou Normal University)were selected for teaching practice.Class 4 of Grade 1was the experimental class and Class 6 of Grade 1 was the control class.Design questionnaire in guizhou normal university affiliated high school of the high and grade 11 based on deep study the development of the survey was conducted among 200 students,the questionnaire is divided into knowledge(knowledge understanding,knowledge application),the ability to ascend(critical ability,reasoning ability),affective development(learning interest,scientific attitude,social responsibility)three child questionnaire,a total of seven dimensions,The survey was conducted before and after the teaching experiment.Fifthly,test papers are designed to evaluate the deep learning level of students in the experimental class and control class before and after the teaching experiment.Sixthly,the questionnaire data and test scores of students are processed and analyzed.The results showed that:(1)The survey results show that:Before the test,the experimental classes and that in comparative classes students in knowledge,ability to ascend,and cordiality development scoring average close to theory value,shows level remains to be further enhance the depth of the students learning,and students of class two in the understanding of knowledge,knowledge application,critical ability,reasoning ability,learning interest,scientific attitude dimension there is no significant difference,There are significant differences in social responsibility dimensions.In the post-test,the questionnaire results showed that compared with the pre-test data of the experimental class,the scores of the ability survey of the experimental class were all improved.There are significant differences between the experimental class and the control class in the dimensions of knowledge understanding,critical ability,demonstration ability,learning interest and scientific spirit,while there are no significant differences in the dimensions of knowledge application and social responsibility.(2)Through the analysis of pre-test papers,there is no significant difference between the experimental class and the control class in knowledge mastery and ability improvement,but there is a significant difference in affective development.The post-test data show that there are significant differences between the experimental class and the control class in terms of ability improvement and affective development,but there is no significant difference in knowledge mastery.It is found that through SSI teaching,students' knowledge mastery,ability improvement and affective development have been significantly improved,which is generally manifested as the occurrence of students' deep learning state.Finally,the research is summarized and reflected,and the research prospects are put forward in view of the shortcomings of the research.