The Practical Research Of Promoting Deep Learning Of Biology In Senior High School Based On APOS Theory ——Take The Required Course“Molecule And Cell”for Example

The “Curriculum Standard for Senior Middle School Biology” issued in 2017 pointed out that teaching should pay attention to students' independent construction of concepts and cultivate students' core literacy of biology.Its essence is to enable students to use existing knowledge to explain phenomena and solve problems in the process of learning biology,so that students' thinking and ability can be balanced development.In recent years,scholars' research on deep learning has been deepened and found that improving students' deep learning level is an effective way to cultivate learners' core literacy.As a cognitive learning process based on the development of high-order thinking,deep learning emphasizes the cultivation of students' various abilities while paying attention to the development of thinking.APOS theory is a concept learning theory proposed by Dubinsky et al.,an American mathematics educator,in the 1980 s,including four stages : Action,Process,Object and Schema.The theory points out that students should be given certain external information at each stage to stimulate students to complete the internal transformation from shallow to deep,fuzzy to clear,concrete to abstract,so as to help students realize the deep understanding of the concept.Therefore,by enriching the external information of each stage,teachers can develop students ' emotion,ability and thinking while constructing concepts,and promote students ' deep learning,so as to implement the cultivation of core literacy of biology.In this study,through interview method,questionnaire survey method and practical research method,randomly selected two parallel classes of Grade 10,Class 8 and Grade10,Class 10 in a middle school in Guiyang city as practical investigation objects.From the three dimensions of emotional goal,cognitive goal and thinking structure,In the form of questionnaire survey to understand the two classes of students' deep learning status,at the same time,combined with academic achievements to comprehensively evaluate students' deep learning level.In practice,the Class 10 adopts the conventional teaching method as the contrast class;Class 8 is the experimental class,which is based on APOS theory.After the teaching practice,the data of the experimental class and the contrast class,as well as the pre-test and post-test of the experimental class were analyzed from the aspects of academic performance,emotional field,cognitive goal and thinking structure to objectively evaluate the effect of APOS theory on students' deep learning level.Before the practice,a survey was conducted on the current situation of students' in-depth learning.The results show that there is no significant difference between Class10 and Class 8 in academic performance,emotional field,cognitive goal and thinking structure.However,there were significant differences between the two classes in creative thinking in the dimension of thinking structure(P=0.045<0.05),and Class 10 was better than Class 8.Analysis of data after practice teaching,the results show that the academic performance of the experimental class has improved to some extent,but there is still no significant difference compared with the contrast class.The experimental class students' learning motivation,learning attitude,analysis ability,evaluation ability and creative thinking compared with the results of the pre-test P values are less than 0.05,there are significant differences;learning interest,transfer application,reflective ability and information integration compared with the results of the pre-test P values are less than 0.01,there are significant differences.However,There are significant differences in creative thinking between experimental class and contrast class before practice.After the practice,the data of the experimental class and the contrast class were tested by independent sample T test,P=0.439>0.05,There was no significant difference between the two classes.By pairing sample T test,the results of the pre-test and post-test of students' creative thinking in the experimental class showed that P=0.033<0.05,there was significant difference,and the post-test results were better than the pre-test results,indicating that the guidance of APOS theory can promote the development of students' creative thinking to some extent.The P value of critical thinking in the experimental class is reduced by 0.51 compared with that before practice,but there is still no significant difference compared with the contrast class,indicating that the teaching under the guidance of APOS theory has no obvious effect on students' critical thinking.In summary,the use of APOS theory to guide high school biology teaching can not significantly improve students' academic performance and critical thinking in a short time,but on the whole,there are significant differences between the experimental class and the contrast class in the three dimensions of emotional field,cognitive goal and thinking structure after the teaching practice,and the experimental class is better than the contrast class.It shows that high school biology teaching based on APOS theory can promote students' deep learning to a certain extent.By reflecting on the teaching process,the author will put forward some teaching suggestions for high school biology teaching based on APOS theory.