Design And Application Research On High School Biology Bracket Teaching At Deep Learning

With the rapid development of the times,the cultivation of innovative talents who can meet the development needs of society and realise their own values is the key to the improvement of the country’s comprehensive national power.The reform of the biology curriculum meets the needs of the times.Compared to the passive learning of "indoctrination"under examination-based education,deep learning is a highly participatory,cognitive and productive learning in which learners actively engage in learning,critically and meaningfully construct on the basis of understanding,so as to solve problems in real situations,eventually realise the transfer and application of knowledge,and develop critical and creative thinking skills,Highly productive learning.Deep learning is an important way to implement the reform of the biology curriculum standards.Scaffolded teaching is a student-centred approach that helps students to leapfrog in knowledge and ability and to construct meaning,which is an effective strategy to promote deep learning.Therefore,it is significant to scaffold the teaching of high school biology in a way that points to deep learning.This study compares the background and significance of the study through literature research,and summarises the issues and research content.It defines the concepts of deep learning and scaffolded teaching,summarises the representations of deep learning in high school biology and the implications for teaching,and categorises the different representations of scaffolding according to their roles in deep learning.In-depth analysis of the intrinsic links and theoretical foundations of deep learning and scaffolded teaching,analysis of the feasibility of scaffolded teaching in high school biology that points to deep learning and what problems exist in current research,and preparation for the design of corresponding teaching models.On the basis of existing theories,the design theoretical basis,design principles,design targets and design bases are sorted out and an evaluation system for evaluating the integration model is constructed.Design and interpret scaffolded instruction in high school biology that points to deep learning,and design teaching cases.Two classes with roughly the same level of deep learning and learning achievement are selected for the teaching experiment.A corresponding assessment tool is designed to investigate the effectiveness of deep learning and scaffolding in the two classes.Finally,data were collected,analysed and summarised for evaluation to test the effectiveness of the scaffolded teaching of high school biology designed in this study that points to deep learning.The main findings of this paper are as follows:First,the results of the literature analysis suggest that deep learning and scaffolded instruction are inherently and necessarily related.Deep learning is based on constructivism,and scaffolded instruction is derived from constructivism,and their core theoretical foundations are the same;the biology curriculum,scaffolded instruction and deep learning all point to the transfer and application of knowledge and abilities,and independently solve real problems of poorly constructed complexity.Deep learning provides the direction for scaffolded teaching and learning,and the goals of the three are the same.At the same time,the design of the integration of deep learning and scaffolded teaching has the basis for realisation:there are certain theoretical support and practical verification in terms of theoretical foundation,practical application and evaluation methods.Secondly,based on the literature analysis and previous research,a framework of scaffolded teaching model that is conducive to the occurrence of deep learning is constructed.The design of the scaffolded teaching model for high school biology that refers to deep learning is based on constructivist theory,nearest development area theory,UbD theory.mainline teaching theory,unit teaching theory and metacognitive theory;the design principles include basic principles and scaffold setting principles,the basic principles are:student as the subject principle,goal-directed principle,task contextual principle,problem-driven principle,interactive principle,and The principles of scaffolding are:the principle of the nearest development zone,the principle of vertical progression and horizontal connection,and the principle of dynamic and gradual withdrawal.The design targets the occurrence of deep learning and the design base is the internal structure of scaffolded teaching and learning.The framework of this model consists of three links:self-directed learning before class,active learning during class,and consolidation and reflection on learning after class;six steps:preassessment to clarify deep learning goals,preparation of scaffolding to mobilise deep learning input,creation of contexts to stimulate deep learning motivation,guided exploration to promote deep cognition,organisation of collaboration to develop deep learning skills,and multiple assessments to assess the effectiveness of deep learning.The teaching model is consistent,systematic and progressive in nature.Thirdly,the teaching experiment shows that the scaffolded teaching of high school biology directed towards deep learning is conducive to the occurrence of deep learning.The teaching practice results show that the teaching model can effectively enhance students’motivation,emotional engagement and behavioural engagement,and guide students to participate effectively in the classroom to achieve deep engagement;it can improve students’higher-order thinking to achieve deep cognition;it can improve students’ communication and expression ability,cooperative learning ability,independent learning ability and independent learning perseverance to achieve the enhancement of deep learning ability.The interviews show that the teaching model is interesting,clear,progressive,and provides a variety of scaffolding when students encounter problems,helping them to gradually cross the barriers to deep learning and finally achieve knowledge and ability transfer to independently solve real problems of poorly constructed complexity.However,there are still some problems and shortcomings in the implementation of this teaching.Therefore,this study proposes the following "five points":pay attention to the "starting point" of teaching and learning,and accurately grasp the teaching objectives;pay attention to the "benchmark" of teaching and learning,and choose suitable teaching contents;pay attention to the "guarantee" of education,and pay attention to the "guarantee" of education.The study proposes the following "five points":pay attention to the "starting point" of teaching and learning and accurately grasp the teaching objectives;pay attention to the "benchmark" of teaching and learning and select suitable teaching contents;pay attention to the "guarantee" of education and create valuable situations;pay attention to the "power" of teaching and learning and build appropriate teaching scaffolds;pay attention to the "development" of teaching and learning and appropriately integrate information technology.