Research On Instructional Design Of Deep Learning In High School Biology

Deep learning is the basic ability that human learning and work needing to master in the21 st century.It is the basic direction of China's education reform and the inevitable trend of global education reform.The ultimate goal of today's education is not only to enable students to master knowledge and skills,but also to cultivate students' ability to adapt to modern society and the consciousness of lifelong learning,so as to realize the modernization of talent quality.This study applied the method of questionnaire survey,interviewing,quasi-experimental study to research the current situations of deep learning of senior high school biology.It was aimed at investigating the situation of deep learning of senior high school biology.According to the theory of deep learning and in combining the features of senior high school biology discipline,we brought the idea of deep learning into senior high school biology teaching,which was promoted students' deep learning.This study was conducted from the following aspects:Firstly,based on lots of literature review,the theoretical basis,concepts,features and evaluation methods of deep learning were illustrated;Secondly,taking the features of deep learning as core to compile questionnaires,the questionnaire survey was conducted among students in a middle school in Xining city and we understood the situation of students' deep learning in combination with teachers' interviews.After that,construct a high school biology teaching design process based on deep learning,and design a teaching case by taking part of the content in Chapter 2 " The Regulation of Animal and Human Life Activities" in the compulsory three chapters of the Human Education Edition as an example.Finally,the teaching case was applied into classroom instruction,and we used test method and concept map method combined evaluation method to evaluate the effects of students' deep learning.This study draws the following conclusions:(1)Analysis of the results of the student questionnaires and teacher interviews shows that the level of students' deep learning in biology is average.Students had great learning motivation,but were short of deep learning strategies and higher-order thoughts.Teachers' own theoretical attainment was insufficient,and neglected to culture the ability of students' deep learning during the teaching process.(2)Based on the connotation of deep learning,combined the deep learning route(DELC)and the features of senior high school biology,we constructed the teaching design process of senior high school biology based on deep learning,which contained preparation,implementation and evaluation.(3)This study selected two classes with no evident distinctions on deep learning level to carry out teaching practice.The practical results showed that: In the test method,the average score of experimental class was 74.09,and the average score of control class was 70.02.The P value of the independent sample T-test was 0.047.That is to say,the unit test scores of experimental class students were evidently higher than those of control class students.In the concept map method,the average score of experimental class was 3.51,and that of control class was 3.04.The nonparametric test P value is 0.039,which is less than 0.05.That is to say,the concept map score of experimental class was higher than that of control class.The practical consequences indicated that the teaching design process in senior high school biology on the basis of deep learning could guide students to deeply study to a certain extent.