| Deep learning is a kind of learning method different from shallow learning.It is a meaningful learning process in which students actively participate,experience success and gain development around challenging learning topics under the guidance of teachers.Deep learning is helpful to cultivate students’ core literacy and comprehensive ability,which is an important way to fully implement the new curriculum reform.The unit "Nature of Genes" is an important part of high school biology.It is suitable to carry out challenging learning activities and tasks,because the learning content is closely related to life.Therefore,to promote students’ deep learning of this unit,in this study,the methods of literature research,investigation and quasi-experiment were adopted to carry out teaching practice research,and the unit "Nature of Genes" was taken as an example.The main contents are as follows:In the first part,literature research method is used to collect literatures related to deep learning and sort them out.The research status and development trend at home and abroad are discussed,the conceptual connotation and characteristics of deep learning are outlined,and the theoretical basis of deep learning is elaborated.In the second part,survey research method was used to compile questionnaires from five dimensions: attitude and motivation,criticism and questioning,association and structure,metacognition and transfer and application.Students of a senior high school in Tongren City were selected as survey objects to investigate the current situation of students’ deep learning in biology.The results showed that the students’ deep learning level of biology is in the middle level.On this basis,the author analyzes the three main factors that affect the deep learning of students: teachers,students and environment.In the third part,based on the deep learning teaching design ideas and combined with the actual situation of students’ deep learning in biology,the learning content of the unit "Nature of Genes" is analyzed,and the unit learning theme,unit learning objectives,unit learning activities and continuous evaluation are analyzed and designed as a whole,and a detailed teaching design case of class hours is designed.It includes four sections:DNA is the main genetic material,the structure of DNA,the replication of DNA,and genes are usually fragments of DNA with genetic effects.In the fourth part,quasi-experimental research method was adopted to select two parallel classes with no significant difference of biological performance in the senior one of the practice school as practice objects,respectively as the experimental class and the control class.In the experimental class carried out the teaching design of "The nature of Genes" under the deep learning theory,while the control class carried out the new teaching of "the nature of genes" with conventional teaching methods.After the teaching practice,the unit test scores,concept map scores and interviews of the two classes were analyzed to summarize the changes of deep learning.The results showed that teaching design and practice based on deep learning theory could promote deep learning.The specific performances were to promote students to master knowledge,contribute to the improvement of students’ grades;Help students sort out knowledge and build a systematic knowledge structure framework;Improve students’ learning attitude,so that students in learning activities into more rich emotion. |
