Designand Practice Of Teaching Mainline To Promote Deep Learning Of High School Biology

With the deepening of education reform and the introduction of core literacy,many scholars and front-line teachers pay more and more attention to the cultivation of students’ learning ability and comprehensive quality.How to achieve this goal has become the research goal of many researchers.Senior high school biology knowledge was scattered and connected everywhere.It has a huge and complex system.If you want to learn this course well,you must learn to build a knowledge system and find connections in knowledge learning.Deep learning represents that students have high-level thinking ability,can systematize what they have learned,and transfer it to real situations to solve practical problems.So this study was to explore whether the application of Teaching Main Line can promote students’ Deep Learning.The Teaching Main Line was the soul of a class,let the class go on naturally,and greatly improve the efficiency of the class.This study was carried out by means of literature research,experimental research and test investigation.First,through literature review,the concept and connotation were clarified,and the research significance was clarified.Then,according to the research results of current researchers on the design of teaching main line,this study selected the fifth chapter of senior high school biology compulsory 3 "ecosystem and its stability" as the research content,took "steady state and balance view" as the main line,and according to the procedure of "analysis of teaching objectives-analysis of teaching content-analysis of students’existing knowledge-design of Teaching Main Line",the Teaching Main Line of each class was designed,and then the teaching design was completed,and the implementation of teaching main line was guided in the form of question string in the classroom.Last,we chose three classes of the same level as the research object,and apply the teaching design to the actual class to study the students’ learning effect.According to the results of the pre-test,the students were divided into three levels,and their learning effects were analyzed respectively.It was found that the test scores of students at all levels in the experimental class using the Main Teaching Line were better than those in the control class without the Main Teaching Line.Therefore,the application of the Main Teaching Line in teaching was conducive to promoting students’ Deep Learning.Therefore,using the main teaching line can help students to construct the connection between old and new knowledge,make students learn learning methods,promote deep learning,and improve learning efficiency and comprehensive application ability of knowledge.