Senior High School Biology Based On Deep Learning Teaching Practice Research

In the "Curriculum Standards of General High School Biology(2017 edition 2020Revision)",it is clearly proposed that the core literacy of biology is the theme,and deep learning is an effective way to cultivate students' core literacy of biology.This study investigates the influencing factors of deep learning and the teaching status of middle school students.Combined with the survey results and deep learning theory,we construct a teaching design for deep learning,in order to provide teaching reference for biology teachers.The content of this study is:(1)through the study of relevant literature,deep learning is conceptual defined and extracted from the elements affecting deep learning,constructed a deep learning influence factor model with classroom experience,applied knowledge learning concept and deep learning as the research variables and put forward the research hypothesis.The influencing factors of deep learning were investigated from the perspective of students by questionnaire survey method and tested by SPSS and AMOS statistical software.At the same time,using the interview method,from the perspective of teachers,most students still stay in the shallow learning and teachers are confused about how to promote students' deep learning.(2)Based on the aforementioned theory analysis,survey results analysis and personal education teaching practical experience,the study construction includes the design of teaching objectives,teaching evaluation,teaching process design,teaching evaluation design,and the teaching process of reflection and correction of five stages based on deep learning of high school biology teaching design mode and the system elaboration and case design.Through case design,the teaching design process based on deep learning is further explained and studied.(3)The experimental research method is adopted to study the changes of students' learning before and after the implementation of the teaching design based on deep learning.First,choose deep The two classes with comparable learning level are taken as research objects,and then implement differential teaching to test the deep learning level of the experimental class and the control class.Finally,test the students' deep learning changes and periodic learning results through questionnaire and tests.Conclusion of this study:(1)based on the current situation investigation and classroom teaching observation,the author analyzes the main factors affecting students' deep learning from three aspects of environment,teachers and students.(2)A high school biology teaching design process based on deep learning.(3)The construction of high school biology teaching design for deep learning in this institute has proved beneficial to the improvement of students' deep learning ability and biological performance in teaching practice.