Research On Cultivating Students' Deep Learning Based On Scientific Inquiry Process

Under the background of the new curriculum reform,deep learning is a very important thinking ability that the students of the new era should have.It is also a kind of understanding learning mainly aimed at cultivating students' high-level thinking.It means that learners can critically understand knowledge,reconstruct knowledge through information integration,and transfer and apply knowledge.Scientific inquiry is a good model of teaching to promote students' deep learning.The main content of this paper is to study the teaching strategies and teaching practices to promote students' deep learning in the process of biological scientific inquiry in junior high school.It is significant to improve students' thinking ability of deep learning in the process of scientific inquiry to train and develop students.The research ideas of this paper are as follows: Firstly,through reading relevant literature,this paper summarizes the concepts of scientific inquiry and deep learning as well as the status quo and development of research at home and abroad,and points out the purpose and significance of cultivating students' thinking ability of deep learning in junior high school biology teaching.Secondly,the questionnaire survey method was used to study the level of deep learning in biology of junior middle school students.The results show that 78.3% of the students in the three classes have a weak or even very weak ability of deep biological learning before teaching practice,indicating that the general students' deep learning of biology has a great room for improvement.Thirdly,this paper summarizes eight representative competence dimensions of deep learning,namely,problem solving,knowledge construction,information integration,active innovation,critical understanding,transfer,interpersonal communication,and lifelong learning.At the same time,based on the eight competence dimensions of deep learning,teaching strategies to promote students' deep learning in the process of scientific inquiry are put forward.Finally,taking the content of "The Influence of Non-biological Factors on Some Animals" in junior high school biology as an example,the teaching practice of cultivating students' biological deep learning tendency is carried out based on the teaching strategy of scientific inquiry.The results show that after teaching practice,on the one hand,the total score of deep learning survey of students in the three classes has been improved to a certain extent,but the effect is not significant.There are still 61.8%students in the state of being weak deep learning ability.It shows that cultivating students' deep learning thinking ability is a long-term process,which requires teachers and students to continuously explore and practice.On the other hand,the average score of deep learning survey of the students in the three classes also increased to different degrees.Compared with the control class,the deep learning ability of the experimental classes improved more.This indicates that the teaching strategies based on the process of scientific inquiry have better effects on cultivating students' thinking ability in biological deep learning.The research results have certain guidance value for cultivating students' thinking ability of biological deep learning.