| With the development of society and education reform,the standard of talents is increasing,fragmented knowledge and shallow learning are no longer far enough to meet the requirements,and promoting students’ deep learning has become the focus.the theory of UbD(Understanding By Design)aims to enable students to achieve a deep understanding of what they are learning and to transfer what they have learned to new environments and challenges.This goal has a high degree of consistency with the goal of deep learning.Based on this,this study takes UbD theory as an entry point to promote the development of deep learning in biology for high school students,and investigates the effect of this theory on the application of deep learning in high school biology,in order to promote the improvement and development of related theories to a certain extent,and to provide practical references for front-line teachers to promote students’ deep learning in biology and the application of UbD theory.This paper uses literature research method,questionnaire survey method and experimental research method to conduct research,and the main results are as follows:(1)The current situation of students’ deep learning was investigated through the "Questionnaire on Deep Learning in Biology for High School Students" compiled,and the results showed that most of the investigated students had a serious learning attitude in learning biology,but their intrinsic learning motivation in learning biology was insufficient,their selfmotivation was not strong,and it was difficult to discover the "connection points" between old and new knowledge The knowledge they learned is very superficial,and their ability to transfer and apply it to problem solving is weak,which eventually leads to students’ superficiality in learning.(2)To analyze the instructional design process of UbD theory and construct a teaching process framework of UbD theory for promoting deep learning of biology among high school students according to the situation of students in practice schools and the requirements of the new curriculum.(3)The experimental class was selected for teaching practice and the control class for regular teaching,and a semester-long practical teaching study was conducted.The effectiveness of UbD theory in teaching high school biology was tested by concept mapping method,students’ biology scores,and the Questionnaire on High School Students’ Deep Learning in Biology.The results showed that the overall deep learning ability of students in the experimental class was significantly better than that in the control class,and they made significant progress in both thinking level and learning strategy dimensions,but the progress in learning awareness dimension was not significant;the average biology scores in the experimental class were The mean score of the experimental class in biology was 5.92 points higher than that of the control class,and there was a significant difference,indicating that the experimental class had better knowledge of biology than the control class;in the concept mapping method,the experimental class constructed a better structural connection and number of concepts than the control class.These indicate that the teaching process framework of UbD theory to promote deep learning of biology among high school students is basically feasible and helps to promote deep learning of biology among high school students to some extent. |
