Practical Research On Promoting Deep Learning In Junior Middle School Biology Class With PBL Model

Learners are faced with the challenge of continuously learning and mastering new knowledge and skills in order to adapt to the tide of the times,and promoting students’ in-depth learning has become an urgent need for classroom teaching.The Biology Curriculum Standard for Compulsory Education(2022edition)points out that when cultivating the core competencies of "inquiry and practice" in junior high school biology classrooms,it is necessary to develop students’ "ability and character to solve problems in real situations or complete practical projects",and pay attention to the "practice is emphasized in teaching process" in the course concept,emphasizing the students’ active learning and the practicality of using biological knowledge to solve real problems.The PBL model not only fully responds to its calls for idea and reforms,but also helps to establish a learning community with "students as the subjects of inquiry and teachers as the guides of knowledge construction",and provides strong support for promoting deep learning.The PBL mode refers to Problem-Based Learning and Project-Based Learning,which are in the forms of problems or projects and aim to solve problems.Students take the initiative to complete continuous inquiry learning projects centering on various challenging and authentic problems in the discipline and professional field,and gradually and deeply form a learning method of forming products or drawing conclusions about problems through the acquisition of analytical information,cooperation and communication,reflection and criticism,modification and improvement.Based on middle school A in Shihezi City,this study firstly used the interview method to understand the current situation of practical application of the PBL model and deep learning in teaching,and used the questionnaire survey method to determine the level of biological deep learning of junior high school students,and then based on the Deep Learning Cycle,problem solving ability structure and process to divide and compile the PBL model teaching process to promote deep learning,through the design and implementation of specific teaching cases,after carrying out educational experiments,the effect of PBL model in promoting students’ deep learning was tested according to the deep learning level scores,biological test scores and multiple continuous evaluation results of students in the experimental class and control class.The teaching process includes: asking questions,and determining the theme;introducing situations,setting up projects;evaluating goals,transforming problems;independent construction,analyzing problems;cooperative inquiry,exchange of problems;clarifying the essence,solving problems;transferring applications and forming products;multiple evaluation,reflection and summary.The research on current situation shows that there are few practical applications of promoting deep learning with PBL mode in junior high school biology teaching in Shihezi City,and the lack of practical guidance and insufficient class hours are the main limiting factors.The overall level of in-depth learning of the seventh and eighth grade students in this school is moderately low,the motivation and attitude of students to study biology is acceptable,but the level of invoking and controlling learning strategies needs to be improved,and the level of deep learning and thinking of students is also unbalanced,there is a significant difference in the level of deep learning between boys and girls,and boys are better than girls,and the level of deep learning of eighth-grade students is significantly higher than that of seventh-grade students.This study concluded that the teaching design case based on the PBL model will have a positive impact on the biological deep learning of junior high school students: the improvement of biological test scores in the experimental class is greater than that in the control class;the average score of deep learning level of the students in the experimental class in all dimensions such as learning motivation and attitude,learning strategy,and thinking level increased,resulting in significant differences;the experimental class students are significantly better than the control class students in the dimensions of learning motivation and attitude,communication and cooperation,integration and construction,reflection and questioning,and transfer and application.This study gives suggestions from the perspectives of students,teachers and schools: students should correct their learning attitudes and improve their learning autonomy;improve their learning methods and strengthen communication and cooperation;develop their thinking quality and enhance their core literacy.Teachers should change from passive training to active development,further refine and apply the essence of educational theory,and pay attention to establishing a good learning atmosphere;understand the situation of students,improve problem guidance;schools should also improve school operation methods to reduce additional pressure on teachers;develop teachers’ literacy and form educational synergy;provide strong support for PBL and deep learning teaching activities in terms of hardware and software conditions.