Teaching Practice Research Of Cultivating Middle School Students’ Particle View Based On The Concept Of Deep Learning

With the reform of the new curriculum,students’ life-long learning and development have received much attention.At the same time,the core literacy proposed by the new curriculum standard is an important foundation for students’ life-long learning and development,and in-depth learning is an important way to implement the core literacy.In the process of promoting the reform of middle school chemistry teaching,the construction of students’ basic concepts of chemistry plays an important role.Among them,the formation of particle view is the basis for students to understand matter from the microscopic level and analyze the structure and properties of matter,and it is also an important prerequisite for students to implement core literacy.However,the cultivation of students’ view of particles has always been difficult in chemistry teaching.The teaching mode of teachers filling the whole room and the abstraction of microscopic knowledge make it easy for students to stay in the mastering stage of conceptual knowledge in the process of learning microscopic knowledge,and it is difficult to apply it to the real world.In this situation,students stay in shallow learning,and the development of particle view is hindered.Therefore,in order to promote the formation and development of students’ view of particles,it has certain research value and significance to think about how to use the concept of deep learning to guide the teaching design and practice of cultivating students’ view of particles.By reviewing and sorting out the literature,this research analyzes the research status of "deep learning","deep learning chemistry teaching" and "particle view",and determines the purpose,meaning,method and process of this research,and has a good understanding of the "particle view".The concept of "deep learning" is defined,and it is determined to be guided by constructivism theory,Bloom’s educational goal classification theory,and zone of proximal development theory.Based on the purpose of the research,the outline of teacher interviews was designed to investigate the situation and suggestions of front-line junior high school chemistry teachers in cultivating students’ view of particles,to understand students’ learning situation,and to understand the attitudes of front-line teachers to cultivate students’ view of particles,commonly used teaching strategies,and their understanding of the concept of in-depth learning.And the use of the concept of deep learning into the classroom provides a basis for the feasibility analysis of the research and teaching practice.On this basis,according to the deep learning theory and the development clues of the junior high school chemical particle view,the six key points are:unit knowledge integration,particle view goal,unit learning theme,particle view growth point and development point,activity design and particle view level evaluation.,put forward the teaching design process of cultivating students’ view of particles based on the concept of deep learning.At the same time,the teaching strategies for cultivating students’ view of particles are put forward:(1)The teaching of particle view is dominated,and the teaching of specific knowledge is carried out around the development clues of particle view;(2)The experiment is analyzed and the particle is visualized,so as to promote students’ in-depth understanding and criticism of knowledge;(3)The problem is chained to guide students to connect and construct micro-knowledge and old knowledge.In order to test the feasibility and effectiveness of the teaching design process and teaching strategy for cultivating students’ view of particles based on the provided in-depth learning concept,after analyzing the chemistry textbooks for the ninth grade of the PEP version,the author selects the "Material" in the ninth grade chemistry textbook of the PEP version.Part of the contents of "The Mystery of Composition" and "Water in Nature",respectively designed the teaching design of cultivating students’ view of particles based on the concept of deep learning and the traditional chemistry teaching design,and took two classes with similar chemistry learning ability levels in a junior middle school in Nanning as the research.object,carry out teaching practice research.In the process of teaching practice,the paper and pencil test method and interview method are used to analyze the effect of teaching practice,focusing on the development of students’ particle view level and students’ experience and feelings in chemistry teaching directed at deep learning,and the following conclusions are drawn: Compared with traditional teaching,the teaching of cultivating students’ view of particles under the learning concept can more effectively promote the formation and development of students’ view of particles,and can also stimulate students’ interest in learning chemistry.The teaching design process and teaching strategy of cultivating students’ view of particles based on the concept of deep learning proposed in this paper provide a reference for first-line junior high school chemistry teachers.The formation and development of the particle view is a long-term and gradual process.The effectiveness of the teaching design process and teaching strategies for cultivating students’ particle view under the concept of deep learning proposed in this study needs to be further deepened in the future teaching.