Research On The Design And Application Of PBL Teaching Model Pointing To Deep Learning

With the promulgation and implementation of the Compulsory Education Physics Curriculum Standards(2022 Edition)and the General High School Physics Curriculum Standards(2017 Edition),the status of subject core literacy has become increasingly prominent,and how to cultivate students’ core competencies in physics in classroom teaching and implement the concept of new policies and new curriculum standards is a huge challenge faced by the majority of front-line teachers.As the vane of educational reform in the 21 st century,deep learning is also the educational policy that China’s Ministry of Education has been advocating since the "new curriculum reform",and at the same time,the academic community also agrees that promoting deep learning in classroom teaching is the only way to implement core literacy.Therefore,it is imperative to find a teaching model that can promote students’ deep learning,which is also the significance of this study.Through a large number of literature research and analysis,this paper finds that in the real problem situation,the PBL teaching mode(Problem-based leaning)of students to solve problems through cooperation has the characteristics of improving critical thinking ability and problem-solving ability,which coincides with the goal of deep learning.On the basis of clarifying the connotation and characteristics of PBL teaching mode and deep learning,the feasibility and effectiveness of PBL teaching mode to promote students’ deep learning are determined.Therefore,this paper intends to conduct research from five main aspects,including status investigation,teaching mode framework design,teaching link design,teaching practice,and result analysis,and the specific research content and results are as follows.(1)Based on Biggs’ revised two-factor model scale,this paper determines the three performance dimensions of deep learning: learning orientation,learning strategy and learning outcomes,and refines it into 12 sub-dimensions to design a questionnaire,through the distribution of 440 questionnaires in two middle schools in the city,to understand the current situation of physical deep learning of middle school students,and at the same time interviews with teachers of different grades,teaching ages and academic qualifications,the results show that students’ deep learning is at a lower middle level,mainly manifested as insufficient interest in learning.The integration and construction ability is poor,the learning belief is weak,and the critical thinking needs to be improved.Teachers do not have enough understanding of PBL teaching mode and deep learning,and need teaching sample demonstrations.(2)Based on the above results and existing problems,combined with existing research,a PBL teaching model framework pointing to deep learning is designed.According to the framework content,determine the core problems of this lesson,design driving problems and content problems in combination with the core problems,and complete the design of teaching links and learning plans.Finally,two classes with no significant difference in average scores in the monthly examination were selected as experimental classes and control classes,and the section "The Interference of Light" was taken as an example for teaching practice,and combined with Bloom’s cognitive target classification and SOLO classification theory,the evaluation standard of deep learning effect was designed,and the practical effect was tested and the practice results were analyzed by test papers,and the attitudes and suggestions of teachers and students on the PBL teaching mode entering the classroom were explored in combination with the later interviews.(3)The practical results show that there are significant differences between the average grade and level III.-V.performance between the experimental class and the control class,that is,compared with the traditional teaching mode,the PBL teaching mode improves students’ knowledge transfer and application ability,analytical problem-solving ability,creativity and critical thinking,which also proves that the PBL teaching mode does promote deep learning.(4)The results of the later interview show that students think that the PBL teaching mode has a better classroom atmosphere and a higher degree of participation,which can not only improve students’ ability to solve problems,communicate and integrate knowledge,but also effectively help them develop critical thinking,while multiple evaluation allows students to develop the habit of diligent reflection and self-monitoring and adjustment.However,there are also problems such as increased workload of teachers and poor experience of students with poor foundation.In view of the above problems,in order to further implement and implement the PBL teaching model,relevant teaching suggestions are put forward from the three dimensions of schools,teachers and students for follow-up research and practical reference.