Research On The Design And Improvement Of Chemistry Classroom Learning Activities In High School Oriented Towards Deep Learning

In 2013,the Ministry of Education set out to study and promote the deep learning program and positioned it to promote the development of essential character and key competencies that Chinese students need for the future.By carrying out deep learning activities,we hope to change some disadvantages of normal classroom learning activities and develop students’ core quality of chemistry.In view of this,this study attempts to take "salt hydrolysis" as an example,draw lessons from Elliott’s action research paradigm,and comprehensively use four research methods,namely classroom observation method,test method,interview method and physical research method,to explore the problem of "how to design the case of chemistry classroom learning activities oriented to deep learning".Firstly,the literature on deep learning,learning activities,and salt hydrolysis teaching was reviewed.Through the elaboration and synthesis of deep learning theory and activity theory,a model of classroom learning activity design oriented to deep learning was constructed.Secondly,based on this model,a high school chemistry classroom learning activity of "salt hydrolysis",which is a learning unit,is designed for deep learning.Thirdly,taking Class A and Class B of a middle school in Z County of Gansu Province as the research object,the author conducted three rounds of research on the improvement of chemistry classroom learning activities in high school.After the first lesson is implemented for the first time,students’ performance in classroom activities is evaluated and reflected on the collected material data combined with interviews between teachers and students,so as to improve the design of learning activities in the first lesson.After the improvement,it will be implemented for the second time in parallel classes,and so on to improve the teaching of the second and third periods.After the three rounds of action research,the author analyzed and evaluated the effect of the design and implementation of classroom learning activities oriented towards deep learning from the aspects of posttest results and student interviews combined with classroom observation records.The research shows that,first,the practical model of deep learning-oriented learning activity design in chemistry classroom of ordinary high school can guide teachers in learning activity design.Second,the overall implementation of chemistry classroom learning activities in senior high schools directed towards deep learning has a good effect.Through student interviews and post-test question answering statistics,it is found that classroom learning activities oriented to deep learning can help students understand chemical concepts and establish ideas and perspectives for analyzing problems.Students’ teamwork and effective communication skills have also improved.Thirdly,an effective way to design learning activities directed towards deep learning is explored.One is to design learning activities according to students’ existing cognition and learning ability;Second,the design of learning activities should conform to the characteristic thinking mode of the subject;Thirdly,the focus of learning activities should be the migration and innovation of subject problem solving.The transformation of teaching from shallow learning to deep learning has become inevitable.The design and implementation of classroom learning activities oriented towards deep learning not only need to change teaching concepts and behaviors,but also need persistent reflection and improvement.