The Practical Research On Using The “1+2+1” Four-structure Teaching Strategy To Promote Students’ Deep Learning In Unit Review Lessons

With the rapid development of the information age,the future people needed by the society should be innovative talents with necessary character and key ability.In this context,deep learning has become an urgent need for the development of the times and the deepening of curriculum reform.learners should not stay in surface learning which mainly accepts and memorizes isolated information,but should move forward to deep learning which emphasizes information integration,knowledge construction,critical understanding,transfer and application,and problem solving.In this study,teachers in the biology group of senior three in the practice school were interviewed to understand their understanding of unit review course and deep learning and their teaching experience in conducting review course.Then,based on constructivism theory and systematic theory,inspired by relevant literature and combined with the information obtained from interviews,“1+2+1” four-structure teaching strategy is designed.The “1+2+1” four-structure teaching strategy includes:1(teachers’ end):deconstruction-based on content,learning to determine teaching;2(teachers and students):point construction-around the lesson point,in-depth excavation;3(teachers and students):construction-use mind mapping to build knowledge network;4(students’ end):creation-transfer and creation,learning and application.The above strategies are applied to high school biology unit review course for teaching practice to explore whether it can promote students’ deep learning.During the practice period,the experimental class used the“1+2+1” four-structure teaching strategy to teach unit review course,while the control class used the conventional teaching strategy.After practice,R-SPQ-2F questionnaire was used to evaluate students’ learning style.The results show that:(1)The application of “1+2+1” four-structure teaching strategy in unit review class can promote students’ deep learning.The e average value of the post-test of deep learning style of the experimental class is significantly higher than that of the pre-test,while that of the shallow learning style of the experimental class is significantly lower than that of the pre-test.It can be seen that the learning style of the experimental class is changing from the surface learning style to the deep learning style.(2)From the perspective of four factors,there are significant differences in the scores of deep learning motivation and surface learning motivation between the experimental class and the control class,but there is no significant difference in the scores of deep learning strategy and surface learning strategy,indicating that the change of learning style is caused by two factors:deep learning motivation and surface learning motivation.(3)In the short term,the “1+2+1” four-structure teaching strategy has not reached a significant level in promoting students’ deep learning strategies.After 3 months of teaching practice,there is no significant difference in the scores of deep learning strategies and surface learning strategies between the experimental class and the control class,indicating that it is difficult for students to master deep learning strategies.How to help students grasp deep learning strategies as soon as possible is worth further research.Finally,based on the results of the research,the author reflects on “1+2+1”four-structure teaching strategy and puts forward some suggestions for improvement.