A Practical Study On Promoting Deep Learning In Senior Biology Based On Experiential Teaching

The rapid development of information technology has changed the demand structure for talents,and the labor force with simple mechanical operation can no longer meet the needs of society for talents.The school is an important position for cultivating talents,and it must meet the needs of talents for the development of the times and cultivate the key abilities that students need to enter the society in the future.Deep learning based on the lifelong development of students,is an effective way to cultivate students’ key abilities.Experiential teaching pays attention to students’ experience,It can enable students to turn passive into active in the learning process,perceive and comprehend the occurrence and development process of knowledge in personal experience,which is an important path from shallow learning to deep learning.Therefore,this study attempts to promote students’ deep learning in high school biology for the fresh students through experiential teaching.In order to carry out the practical research of experiential teaching promotes the practice of deep learning,a variety of research methods are used,such as literature research,questionnaire survey and classroom observation.Firstly,the current situation of deep learning was investigated from the three dimensions of cognitive,interpersonal and personal fields.At the same time,the classroom teaching of peer teachers is observed.Secondly,the correlation between experiential teaching and deep learning is analyzed theoretically,the teaching path of experiential teaching to promote deep learning is constructed,three specific experiential teaching strategies of role play,life situation experience and practical operation experience are proposed to promote deep learning,and the content of the compulsory high school biology module of the People’s Education Press is sorted out for the corresponding teaching strategies.Thirdly,taking two parallel classes of a high school grade in Tongren City as the practice object,and using the chapter "Gene Mutation and Other Mutations" as the practice material,the teaching case design and practice based on the teaching path were carried out.Finally,the practical effect is tested by three methods: deep learning post-test questionnaire,unit test questions and interviews.The results of the study are as follows:(1)The deep learning level of students before practice is not optimistic,which pointed to the shortcomings of classroom teaching aimed as deep learning.(2)After practice,students’ learning motivation was enhanced,and their knowledge construction and integration ability,problem-solving ability and personal reflection ability were significantly improved,but the improve of critical thinking,communication and expression ability,collaboration ability and learning perseverance were indistinctively.(3)Experiential teaching presents the key and difficult points in teaching in an intuitive way,which reduces the difficulty of understanding and is conducive to enhancing students’ understanding of knowledge.The results show that it is feasible to use experiential teaching to promote deep learning in the biology classroom of the first year of high school,and the teaching practice based on the teaching path can enhance students’ in-depth understanding of knowledge and improve students’ ability in different dimensions of cognition,interpersonal and personal fields.It is explained that experiential teaching is conducive to promoting students’ in-depth understanding of knowledge and helping to improve students’ deep learning ability.