PBL Teaching Model Design And Practice Research For Promoting Deep Learning

In recent years,deep learning has set off an upsurge in the field of basic education and gradually entered the classroom of primary and secondary schools.It has become one of the important teaching objectives of basic education.In the current information technology teaching,the majority of teachers to some extent ensure the "student" oriented,students generally can acquire basic knowledge and skills,but in the process of problem solving,students still tend to imitate teachers’ cases or refer to textbook examples,mechanical memory,lack of initiative and ability to independently discover and solve problems,still stay in the shallow learning state.PBL(Problem-based Learning)emphasizes "taking problems as the basis and Problem solving as the guide",advocates students to actively discover problems,explore collaboratively and solve problems,and promotes the development of various high-level abilities of students,so as to generate deep learning.In this context,this study adopts literature research method,questionnaire survey method,interview method and quasi-experimental research method,guided by constructivism theory,situational cognition theory,"learning by doing" theory and SOLO classification theory,to construct PBL teaching model promoting deep learning,and carries out information technology education and teaching practice in junior middle school based on the constructed model.The main research contents are as follows.First of all,by reading literature,this paper analyzes the status quo of deep learning,PBL teaching model and the domestic and foreign research on the promotion of deep learning by PBL teaching model,and then proposes research questions.At the same time,it summarizes the related concepts of deep learning and PBL teaching model and determines the theoretical basis of this study.Secondly,the application status of junior high school information technology PBL teaching model is investigated,and the existing problems in the application of junior high school information technology PBL teaching model are identified.Thirdly,it analyzes the relationship among information technology curriculum,deep learning and PBL teaching model as well as the classic PBL teaching model,which adds a basis for the construction of this research model.Therefore,it puts forward the supporting principles and necessary elements for the design of teaching model,and constructs the PBL teaching model that promotes deep learning.In order to promote knowledge construction,problem solving,critical thinking,collaboration,communication,self-adjustment,learning motivation seven dimensions of deep learning ability.Finally,taking a middle school in Jinan,Shandong Province as the experimental school,the teaching case is designed,and students in grade two are selected to carry out a three-month teaching experiment.Experimental classes and control classes are set up,and data are collected and analyzed by means of test questions,deep learning level measurement scale,classroom evaluation form and other tools,so as to test whether the PBL model constructed in this study can promote students’ deep learning.After the completion of the above research work,the experimental results show that the teaching model constructed in this study has achieved good practical effects,which can promote the cultivation of junior high school students’ deep learning ability.