Research On The Design And Implementation Of High School Biology Teaching From The Perspective Of Deep Learning

The core qualities of high school biology requires students to establish a correct view of life,master the thinking and methods of scientific exploration,and have the willingness and social responsibility to carry out biological practice activities,and lay the foundation for further learning and entering society.Therefore,based on the concept of deep learning,this study constructs a high school biology teaching design process and evaluates its effectiveness based on Bloom’s educational objective classification theory and SOLO classification theory,aiming to provide reference and inspiration for the design and implementation of high school biology teaching,and to achieve deep learning and promote the development of students’ core qualities in the classroom.The main contents of this study include the following two parts:(1)using literature research method to conduct research on deep learning-related content.Firstly,systematically sort out the current research status and related theoretical basis of deep learning at home and abroad,and clarify the connotation,essence,and characteristics of "deep learning".Secondly,based on the characteristics of deep learning,design the "Senior High School Student Biology Deep Learning Survey Questionnaire" and the teacher interview outline,through questionnaire survey and interview method investigate the current situation of senior high school students’ biology deep learning in the internship school and analyze the urgent problems to propose the biology teaching design strategy for high school students’ deep learning.At the same time,combining with the deep learning route,the teaching design process of high school biology under the perspective of deep learning is constructed,and the teaching design is carried out according to the process.(2)Use experimental research method to apply the designed teaching case to classroom teaching.Firstly,combined with the students’ monthly test scores and questionnaire survey results,two classes with no significant difference in monthly test scores and deep learning level were selected as experimental and control classes respectively.Then,teaching was carried out in the experimental class based on deep learning,while conventional teaching was carried out in control class.Finally,after completing all the teaching content,relevant test questions were selected to evaluate students’ deep learning level based on Bloom’s educational objective classification theory,and the changes in students’ scientific thinking level were further tested using SOLO classification theory.The results showed that:(1)Applying deep learning-based teaching design to senior high school biology classroom teaching can effectively promote students’ deep understanding and construction of knowledge,and to a certain extent promote the occurrence of students’ deep learning,and improve students’ stage learning performance.(2)Incorporating the concept of deep learning into biology teaching is helpful for enhancing students’ scientific thinking level and developing their core qualities.