A Practical Study Of Applying The History Of Biological Science To Promote Deep Learning Of Senior High School Students

Requirements for students' core literacy were put forward by the document "Chinese Students' Development of Core Literacy",which issued in 2016.In this context,more and more educators are exploring and practicing.Among them,as one of the basic ways to cultivate and develop core literacy,deep learning has attracted more and more attention.With the deepening of the curriculum reform of basic education,high school biology teachers pay more and more attention to use the history of science,which helps students to understand knowledge and improves the ability to find and solve problems,thus promoting deep learning.Using the method of literature,this paper comprehensively discusses the research status of the teaching of history of science to promote students' deep learning at home and abroad.Then,on the basis of defining the history of biological science and the concepts of deep learning,deep learning is compared with shallow learning.And the guiding significance of constructivism learning theory,multiple intelligence learning theory and Bloom's classification theory of educational goals is discussed.On the basis of summarizing the theory,using observation from "the knowledge and issues" "emotional communication" "learning" "learning state and effect" four dimensions to learn the present situation of the investigation.Some problems were found,for example,teachers are used to teaching knowledge in a single way and do not lead the student to carry on the deep learning.As a result,students are unable to think critically and are not good at using interdisciplinary knowledge to solve problems;some teachers ignore the emotional communication of students,which is not conducive to the expression of their own views,resulting in the development of the scientific spirit of students' humanistic quality,unable to in-depth learning;the problem of surface and visualization is common in learning activities.Most students learn passively,and the learning effect is not good.By analyzing the problems,it is found that the main reasons are teachers' failure to sort out the relationship between the history of science and deep learning,lack of the combination of the teaching of history of science and the real situation,and relatively single learning activities designed.Then,it puts forward some countermeasures,for example,combing the history of biology,combining the real situation,enriching the learning content and focusing on reflection and improvement.With three examples to make teaching design about "using history of biological science to promote senior high school students to learn",and in Yantai F senior high school for more than four months of teaching;the implementation effect is analyzed from three aspects: classroom observation,academic performance and test answers.Found state behavior of the teachers and students in the implementation of significant differences before and after all.It is reflected in the following aspects: classroom observation,teachers focus on students' individual differences,the careful design and a variety of learning activities will be combined closely with the knowledge and the history of science,guide the student to carry on the deep understanding,make the students more active cooperation discussion,homework more carefully,and be able to take the initiative to rethink,to old and new learning content integration and interdisciplinary integration;in terms of academic performance,the performance of students has been significantly improved after the implementation,and from the perspective of statistics of grades,the implementation class has made significant progress.In the aspect of the test answer,the students' answers show the characteristics of content integration,transfer and application,construction and reflection,critical understanding and so on.Finally,prospect from three aspects,for example,the semester,research object,and research substances of teaching implementation.