Research On The Teaching Practice Of Senior High School Biology Recitation Under The Background Of Deep Learning

Deep learning focuses on cultivating students’ ability to solve practical problems and high-level thinking,and emphasizes learning,active construction of knowledge,transfer and application,and critical reflection.Based on the background of deep learning and the needs of deepening curriculum reform,learners’ learning can no longer stay in the pursuit of shallow learning to master knowledge,but should move forward to higher-level deep learning.Deep learning will also become one of the important driving forces to comprehensively deepen curriculum reform,improve students’ core literacy and cultivate key abilities.This study takes high school biology review course as an example,introduces the teaching concept of deep learning,explores the teaching mode of "deep learning review teaching",and establishes the teaching framework of deep learning in high school biology review course based on the deep learning cycle（DELC route）,From the perspective of teachers and students,this paper makes an overall design of high school biology review teaching under the background of in-depth learning with emphasis and mutual support,and carries out teaching practice research.Through process evaluation,this paper analyzes the impact of students’ in-depth learning on learning ability and academic achievement,so as to improve the efficiency of review class and promote students’ ability to learn and make good use of curriculum knowledge.Using the literature research method,this paper combs the existing relevant research results of deep learning and review course,looks for the coincidence point between deep learning and review teaching,provides theoretical support and basis for the construction and practical research of high school biology review teaching framework under the background of deep learning,and formulates the deep learning teaching framework of high school biology review course based on DELC route in combination with the domestic and foreign deep learning route;Take the two review topics of "basic laws of heredity" and "gene expression",the second compulsory course of biology in Senior High School of the people’s Education Edition,as examples for case analysis;Through the methods of questionnaire and interview,we can understand the current situation of in-depth learning in biology review teaching in senior high school,find out the situation and existing problems of students’ in-depth learning in biology review class,understand the demands of teachers and effective strategies to promote students’ in-depth learning in actual teaching,and provide reference basis for putting forward effective strategies to promote students’ in-depth learning in review class,At the same time,based on the survey results,two classes are selected as the subject classes for practical research.After the teaching practice,the questionnaire is distributed to the subject classes again and compared and analyzed,so as to test whether the high school biology review course under the background of deep learning can improve the current situation of students’ deep learning;The teaching practice research method is used to organize and carry out practical research on the tested class,the control class adopts conventional review teaching,and the experimental class adopts the high school biology review teaching structure under the background of deep learning.The learning feedback form and deep learning evaluation form are used to collect and present the relevant information fed back by learners,analyze the results,and get the research results and conclusions.Through the above research,the following conclusions are obtained:（1）In terms of theoretical research,by discussing the relationship between deep learning and review teaching,and the relationship between deep learning and the core literacy of biology,and then based on the DELC route,this paper constructs the teaching framework of high school biology review course under the background of deep learning,which shows that deep learning can effectively improve teaching efficiency,help students learn to review and cultivate students’ core literacy of biology;（2）In terms of current situation investigation and research,the questionnaire designed based on the five dimensions of motivation and attitude,active construction,communication and exchange,transfer application and critical reflection is used to investigate students.The results show that on the whole,most students’ existing deep learning is at the medium level,and there is still much room for improvement.The lack is mainly reflected in active construction,transfer application and critical reflection;After interviewing the biology teachers in the internship school,we have an in-depth understanding of the current teaching situation of biology review course in senior high school,the demands of teachers and the teaching strategies that can effectively promote students’ in-depth learning in the actual teaching,so as to provide a reference basis for putting forward effective strategies to promote students’ in-depth learning in biology review course in senior high school;After the completion of teaching practice,the in-depth learning level of students in the experimental class and the control class has been improved to varying degrees,but the improvement effect of the experimental class is remarkable;（3）In the aspect of practical research,the review teaching is designed by using the teaching structure.Through the analysis of the learning situation feedback form,in-depth learning evaluation form and after-school test results,it is found that the learning situation feedback form can effectively feed back the students’ mastery of knowledge and help teachers complete an efficient and targeted series of review teaching design;The indepth learning evaluation form can help teachers detect whether students achieve the class objectives and whether the design of pre class learning tasks is appropriate,so as to promote students’ in-depth learning in senior high school biology review class;There are significant differences in the post review test scores between the experimental class and the control class,which also reflects the effectiveness of review teaching under the background of deep learning.