The Research On Deep Learning Strategies Of High School Biology Based On The Development Of Students' Higher-order Thinking

With the rapid development of society and the advancement of basic education reform,cultivating and developing students' higher-order thinking has become a key topic in current school education.Improving students' higher-order thinking can not only meet the requirements of the times for talent quality,but also It is an effective way to implement the core literacy goals of biology subject.The teaching concept of deep learning is based on the promotion of classroom teaching reform centered on student development and aiming at the cultivation of core literacy.Its core essence is to promote the development of students' higher-order thinking.This paper aims to realize the development of students' higher-order thinking and the achievement of the core literacy goals of biology subject by constructing implementing deep learning strategies in high school biology classroom teaching.The main work done in this paper is as follows:In the first part,through the literature research method,expounds the reason of this research,analyzes the existing research situation at home and abroad,and then clarifies the purpose and significance of the research,as well as the core problem to be solved by the research.Further define the concepts of higher-order thinking and deep learning,clarify the theoretical basis of the research,and provide theoretical support for the follow-up practice of this research.In the second part,starting from the conceptual connotation of higher-order thinking,according to Bloom's theory of taxonomy of cognitive goals,a scale questionnaire of “students' development of higher-order thinking” was compiled to investigate and understand the existing level of higher-order thinking development of the research objects.The survey results show that the development status of students' higher-order thinking is generally at a moderately low level,which needs to be further developed and improved.In the third part,this paper constructs the main process of deep learning based on the development of higher-order thinking based on the four main stages of deep learning summarized from the existing deep learning process models.On this basis,combined with the reflection of the questionnaire survey results and the characteristics of high school biology curriculum,some deep learning strategies is proposed.In the fourth part,this paper integrates deep learning strategies into classroom teaching to carry out teaching practice,evaluate the implementation effect and draw research conclusions.Through the statistics and analysis of the results,it can be seen that the overall score and the scores of each dimension of the questionnaire test of the practice research objects are improved compared with the pre-practice test,and the paired sample T test of the before and after test shows that there is a significant difference in the scores of the before and after test.The results of student interviews,classroom observations and open-ended tasks also show that after teaching practice,students' learning initiative has improved,their learning status has changed compared with before,and their thinking has been developed to a certain extent.The research conclusions show that: First,in the high school biology classroom teaching,organizing the process of teaching and learning around core elements such as high-level goals,real situations,effective activities,and multiple evaluations is conducive to the realization of deep learning.Second,the use of deep learning strategies in high school biology classroom teaching is conducive to promoting the development of students' higher-order thinking such as analysis,evaluation and creation.