Research On Design And Application Of Problem-based Biology Teaching In Senior High School From The Perspective Of Deep Learning

The way to rejuvenate the country,talent first.The cultivation of talents is realized by education,and the main front of education is classroom.In order to adapt to the development of The Times and cultivate the talents needed by The Times,classroom transformation is imminent,and deep learning is the symbol of classroom transformation.Deep learning is a high-level learning mode in which students actively carry out challenging learning activities under real problem situations,actively construct knowledge on the basis of understanding,transfer and apply it,develop critical thinking and teamwork ability,and then learn to learn.The Curriculum Standard of Biology in senior high School proposes that biology teaching should cultivate four core qualities: social responsibility,scientific thinking,scientific inquiry and life concept.In the final analysis,both core literacy cultivation requirements and deep learning ability requirements are for the sustainable development of students.They have strong interoperability,and it is of positive significance to cultivate core literacy by cultivating students’ deep learning ability.Question-based teaching is a teaching activity mode with "problem" as the core,in which teachers guide students to find and solve problems.In the process of solving problems,students actively carry out cooperation,reasonably express their views,and consciously construct knowledge.Question-based teaching makes students’ deep learning a reality.Firstly,this study adopted the literature research method to sort out and defined the research status of deep learning and question teaching at home and abroad.Secondly,interviews and questionnaires were used to investigate the current situation and cultivation of biology deep learning among senior one students in a middle school in Jinan City.The survey results showed that teachers had some understanding of deep learning,but they mostly defined deep learning according to their subjective consciousness and only paid attention to the cognitive aspect of deep learning.The deep learning of senior one students was at the medium level.Thirdly,based on the theory of deep learning and question teaching,the author conducted a research on instructional design,and proposed the design principles of holistic,contextual,critical,logical and feedback of question teaching from the perspective of deep learning.Three implementation strategies were proposed,namely,establishing a psychologically compatible classroom atmosphere,continuously stimulating students’ learning motivation,and constructing a high-quality question chain to provide students with learning support.Teaching design is carried out from the four elements of goal,situation,activity and evaluation,and a question-based teaching design path is generated from the perspective of deep learning.Finally,the author randomly selected two parallel classes for a controlled educational experiment,using pen and thesis test results,classroom observation scale,deep learning questionnaire to test the effect of question-based teaching on improving students’ deep learning ability.It is found that question-based teaching in high school biology from the perspective of deep learning can effectively promote students’ deep learning,and it is feasible to implement question-based teaching in high school biology from the perspective of deep learning,which is mainly reflected in the following three aspects.First of all,the thesis and pen test shows that although there is no significant difference between the experimental class and the control class,the average score of the experimental class is higher,and the number of students in the higher level is larger.Problem-based teaching can promote the in-depth understanding of students and improve their problem-solving ability.Secondly,through classroom observation,it is found that students in the experimental class have more frequent deep learning behaviors and more interpersonal behaviors in class.Question-based teaching can promote students’ communication,expression and cooperation ability.Finally,the questionnaire shows that the ability of the students in the experimental class in the cognitive field,interpersonal field and personal internal field is significantly higher than that in the control class.