Research And Practice Of High School Biology Unit Learning Design Based On Deep Learning

The 2019 version of the general high school biology textbook is an important carrier for implementing the core literacy of the discipline.The deep learning pointed to the core literacy of the discipline has become an important topic of the current teaching reform.It is a rapid grasp of core knowledge,cultivating key capabilities,development of disciplines,and developing subject literacy in the new era.Emphasize the formation of core values and promoting wide adaptation of learners.This study mainly discusses how to apply deep learning concepts to the study and design of high school biology units with students as the core,promote the true occurrence of deep learning of students,and develop core literacy of biology disciplines.On the basis of studying literature,summarize the concepts of high school biology deep learning and the performance of deep learning characteristics in high school biology;to understand the current situation of deep learning of high school students through questionnaires and the current status of the use of teachers for unit learning and design.The survey results show that students 'deep learning ability is not high,teachers' understanding of deep learning,and actual use of actual use;according to the general thinking of unit design,the five elements in the ADDIE design model are combined with deep learning routes to learn from learning.The study of unit analysis,learning unit design,learning unit development,learning unit implementation,and learning unit evaluation conducts specific implementation measures.Take the "gene expression" unit as an example to conduct unit learning design and conduct practical research.Taking 110 senior high school students in S Middle School in Kunming as the practice objects,the research objects are selected after the analysis of the monthly examination results in April;After the implementation of teaching,the deep learning performance scale,concept mapping and periodic unit test were used to test the students' learning effect and the implementation of biological core literacy,and the effectiveness of unit learning design in promoting students' deep learning was further analyzed based on the interview results between teachers and students.The research shows that after using the unit learning design to teach,compared with the control class,the students' enthusiasm for learning in the experimental class is significantly improved;under the guidance of the unit learning activities and learning task list,the students' learning purpose is more clear,and they can actively participate in learning;Under the guidance of learning situations and scaffolding created by teachers,they actively construct knowledge and solve biological problems with the knowledge they have learned;they conscientiously complete their homework and actively reflect on it;their learning beliefs are significantly enhanced and their academic performance is significantly improved.Based on the above research results,we believe that unit learning design can be used to promote in-depth learning of biology in senior high schools and develop students' core biological literacy.