Research On The Teaching Strategy Of High School Chemistry Deep Learning Based On The Theory Of Knowledge Learning Stage

The speed of knowledge renewal changes with each passing day,while the learning method of mechanical memorization of knowledge in the pre-knowledge economy era no longer meets the requirements of the knowledge economy era.Knowledge has long ceased to be scholars’ "private land",and everyone can become a disseminator and creator of knowledge according to demand.The historical limitations of traditional learning methods and the new requirements of the information age are increasingly calling for new learning forms.Actively acquiring and organizing knowledge,being able to deeply understand and use knowledge flexibly are the basic abilities that people living in the era of knowledge economy must have for survival and development,and it is not difficult to see from those relevant domestic and foreign educational scientific research and experimental results that deep learning has become an important way for learners to acquire these abilities.This research was mainly based on the "high school chemistry deep learning teaching strategy",which mainly includes three parts.One is to investigate the current situation of high school students’ deep learning in chemistry,the other is based on deep learning and other related theories as well as the construction of problems reflected in the current situation survey deep learning process model and propose targeted teaching strategies based on this model.The third is to verify the effectiveness of teaching strategies through a one-semester quasi-experimental study.This research involved the following four aspects:The first part was to consult the domestic and foreign literature related to deep learning and understand the progress of existing research on deep learning and the growth points of further research,defining the connotation of deep learning in chemistry,and then determined the direction and significance of this research.In the second part,according to the deep learning ability dimension defined by the Hewlett Foundation of the United States,combined with the learning characteristics of chemistry knowledge,the "High School Students Chemistry Deep Learning Status Questionnaire" was compiled,and the F middle school in X province and Y city was selected as the research object.A total of 280 students from 6 classes in the first grade were surveyed.According to the data results,the current situation of the weak middle school and high school students in deep learning of chemistry was analyzed,combined with teacher interviews to analyze the problems of students in the school’s actual learning activities,and provide a realistic basis for constructing chemistry deep learning teaching strategies.In the third part,a high school chemistry deep learning process model was constructed based on the knowledge learning stage theory.DELC and other theories,as well as the corresponding teaching strategies were proposed based on the three stages of this model.In the preparatory stage: create real problem situation strategies.In the main stage: for chemical declarative knowledge,it puts forward rules and regulations processing strategies and selective coding strategies,and as for chemical procedural knowledge,it proposes sample learning strategies,variant exercises and feedback strategies.In the evaluation and reflection stage,it proposes immediate evaluation strategies and independent reflection strategy.In the fourth part,two classes with no significant difference in the level of deep learning were selected for a one-semester quasi-experimental study.After the quasi-experimental research was completed,the qualitative and quantitative methods such as the test questions tested by Rasch and the semi-structured interviews with teachers and students were used to test the feasibility and effectiveness of the teaching strategy.After investigating the status quo of deep learning in F Middle School,the following conclusions were drawn:1.In the field of cognition,as far as chemistry declarative knowledge is concerned,it is difficult for most students to distinguish and organically integrate new and old knowledge based on the internal logic and cognitive sequence of chemical declarative knowledge,so as to have a deep understanding of chemical declarative knowledge.For the chemical procedural knowledge,a considerable number of students do not have a firm grasp of the conditions of the production,thus it is necessary to form a strong connection between the conditions and behavior of the chemical procedural knowledge.In addition,most students are unable to refine the declarative knowledge of chemistry,which results in students not being able to transfer knowledge at a high level.2.In the interpersonal field,the freshmen of this school have certain communication skills and cooperative communication skills,and have an interactive foundation for cooperative learning,but there is still room for improvement.3.In the field of self,the freshmen of this school have a certain learning motivation and metacognitive ability,but their performance is not excellent.In terms of degree,the performance of both dimensions can be improved.4.There is no significant gender difference in the deep learning level of the surveyed students.After conducting quasi-experimental research,the following conclusions were drawn:1.The teaching effect of high school chemistry teaching strategy based on the theory of knowledge learning stage is better than that of conventional teaching.2.The teachers and students of the experimental class recognize the teaching effect of the high school chemistry teaching strategy based on the theory of knowledge learning stage,and the teachers suggest developing a library of teaching situations that match deep learning and theoretical training on knowledge types and deep learning.Finally,the deficiencies and suggestions of this research were discussed,hoping to provide reference for frontline education practice and further research.