Research On Biology Concept Teaching In Junior High School Based On Deep Learning

Under the background of curriculum reform,"compulsory education biology curriculum standard(2011 edition)" has enriched 10 first-level concepts,and added 50 important concepts,which emphasizes the importance of biological concepts in teaching.However,in the traditional concept teaching,teachers are used to compress and output a lot of complex knowledge in a short time.This leads students to remain in fragmented shallow learning about what they learn.Therefore,it is urgent to explore a teaching mode suitable for biological concepts.As a high-level learning method different from shallow learning,deep learning takes high-level thinking as the goal,problem solving as the basic paradigm,and emphasizes students’ personal experience and deep understanding.Therefore,it has significant inquiry value in promoting the teaching of biological concepts.Based on the above background,this paper mainly conducts the following research:Through the research on the current situation of deep learning and biological concepts at home and abroad,the research questions are put forward: how to construct the teaching mode of biological concepts based on deep learning,and how to promote the implementation of the teaching mode? The connotation,characteristics and corresponding theoretical basis of deep learning and biological concepts are sorted out around the research questions,which provides content basis for subsequent research on the correlation between the two.The present situation of deep learning in biology concept teaching in junior middle school is investigated from the perspective of teachers and students by questionnaire,which provides factual basis for subsequent research.The survey data show that in terms of students,most students’ learning of biological concepts only stays at the superficial and fragmented shallow learning level,and they do not realize the deep understanding and flexible application of concepts.In terms of teachers,there are some problems worthy of attention,such as insufficient theoretical research and academic analysis,imperfect activity design and single evaluation method.Based on the above research,the principles of constructing process model are put forward,which are typical principle,practical principle and common principle.According to the construction principle,the process model of deep learning of biological concepts is proposed,which involves "Three transformation" : "the first transformation" is the transformation from high-order objectives to concepts;"the second Transformation" is the transformation from concept to problem situation;"the third Transformation" is the transformation from problem to activity sequence.In addition,in order to promote the implementation of the process model,this paper puts forward the corresponding implementation strategies from the perspective of combining deep learning with biological concepts: the pre-assessment strategy of the preconcept,the creation strategy of the problem situation,and the undertaking strategy of the activity type.The constructed process model and implementation strategy are applied to the teaching of biological concepts in the 7th grade of PEP,and a total of 16 class hours are carried out for a semester.After the teaching,the concept map,class hours and final test papers are used to evaluate the students’ deep learning effect quantitatively.In addition,the self-reflection list is used to evaluate the deep learning effect of the experimental class qualitatively.The results show that:(1)Completion of the self-reflection list: Compared with the control class,most students in the experimental class can grasp the corresponding biological concepts accurately.And most students will take the initiative to think after class,and collect relevant information actively;(2)Concept map drawing: the scores of concept map of two classes were analyzed,and the value of P was 0.001,which was much lower than 0.05,and there are significant differences;(3)The scores of the test paper: the scores of final test results of two classes were analyzed.In the deep learning level of the concept,the value of P was 0.008,which was lower than 0.05,and there are significant differences.The above results show that the teaching mode and implementation strategy can not only change students’ learning attitude and learning behavior of biology actively,but also help to achieve higher-order thinking and promote students ’ deep learning of biological concepts.In summary,the teaching mode and corresponding implementation strategies of biological "Three transformation" concept based on the construction principle can improve students’ high-order thinking level effectively and promote students ’ deep learning of biological concepts,which can provide reference for front-line educators to carry out effective teaching of biological concepts.