Research On The Current Situation Of Deeper Learning Of Biology In Senior High School And The Strategies Of Creating Deeper Learning Opportunities

With the development of science and technology,the times put forward higher requirements for talent training.As a kind of understanding learning based on the development of higher-order thinking,deeper learning pays attention to the deeper understanding of knowledge,the development of higher-order thinking,and the cultivation of emotion,attitude,and values.Because its concept conforms to the development demands of the times,it has been paid more and more attention in the field of basic education.However,most front-line teachers do not know how to provide deeper learning opportunities for students when they carry out deeper learning based teaching.In order to help the front-line teachers understand the current situation of students’ deeper learning and carry out teaching based on deeper learning,this study carried out the following exploration:The first part clarifies the connotation of high school biology deeper learning outcome and opportunity.And through theoretical construction,expert verification,test correction and other links,this paper constructs the senior high school biology deeper learning outcome evaluation scale from three dimensions of cognition,interpersonal and intrapersonal,and constructs the senior high school biology deeper learning opportunity evaluation scale from four dimensions of cognition,interpersonal,intrapersonal and interdisciplinary.In the second part,1517 senior high school students from five middle schools in Changsha were investigated by questionnaire to understand the current situation of students’ deeper learning and analyze the relationship between deeper learning opportunities and outcome.The results show that:(1)the deeper learning outcomes of biology in senior high school is at the middle level,and the deep learning opportunities is at the basic level,which need to be improved;(2)there is significant difference in deeper learning outcomes and opportunities between male and female students;(3)there is no significant difference in deeper learning outcomes and opportunities between the same teacher and the same class,but there is significant difference in deeper learning outcomes and opportunities between the students of different levels of the same teacher;(4)there is consistent difference in deeper learning outcomes and opportunities among students in different schools;(5)the development of each dimension of students’ deeper learning outcomes is significantly correlated;(6)students’ deeper learning outcomes is significantly related to the development of each opportunity,and the relationship between deeper learning opportunities and outcomes is constructed by path analysis.The third part investigates the current teaching situation and predicament of deeper learning through interviews with teachers.The results show that frontline teachers are not very clear about the relevant theories of deep learning,and they still need to strengthen theoretical learning;teachers still generally focus on knowledge teaching in actual teaching;teachers,students,learning environment,and social environment all affect the creation of opportunities;the difficulties in the implementation of deeper teaching mainly lie in the lack of class hours,students’ low interest,teachers’ lack of deeper teaching ability,and so on.In the fourth part,based on the results of questionnaire survey and interview,this paper summarizes and discusses the following opportunities creation strategies:(1)focus on the development goal of higher-order thinking,and point out the direction of deeper learning;(2)cognitive opportunities can be created by paying attention to students’ existing experience,carrying out unit theme teaching,simulating the process of "formation and development" of core knowledge,paying attention to scientific argumentation,innovating classroom teaching forms,paying attention to the creation of problem situations,and paying attention to the development of "real" experiments;(3)interpersonal opportunities can be created by establishing classroom learning community;(4)intrapersonal opportunities can be created by encouraging participation in practice;(5)interdisciplinary opportunities can be created by through interdisciplinary teaching and deeper learning-oriented assessment.