Research On The Teaching Of Important Concepts In High School Biology Based On Deep Learnin

The Biology Curriculum Standards for General Senior High Schools(2017 Edition)specifically emphasizes "focusing on learning important concepts",it points out that learning important concepts is the key to understand the core concepts,and it is also an important way to improve students’ core quality of biology.So,teaching important concepts of biology is a major task for teachers.But with the development of society,the surface learning based on mechanical learning knowledge can no longer meet the requirements of talent training.Only by cultivating students’ deep learning ability can we adapt to the requirements of The Times.At the same time,under the background of deepening the reform of education and teaching,the goal of core quality of biology and deep learning is unified.Therefore,in order to improve students’ core quality of biology,it is necessary to carry out teaching deep learning.And in high school biology it is of great significance to apply deep learning theory to the teaching of important concepts.The research mainly adopts literature method,questionnaire method,experimental method,case method and statistical method.First,the research background is elaborated from three aspects: the necessity of deep learning,the importance of important concepts,the interconnectedness of deep learning and important concepts.And then this study elaborates the research status of deep learning and important concepts,expounds the research aim,significance,ideas and methods,and describes comprehensively the deep learning,important concepts and theoretical basis.Based on that,designing questionnaire investigates the deep learning of important concepts of 320 high school students in Jining,and an interview questionnaire was designed to investigate the understanding and teaching of important concepts and deep learning of 8 high school biology teachers in in Jining.Combined with the survey results and referring to the teaching model of deep learning constructed by Wu Xiujuan et al and the teaching process of biology concept constructed by Zhang Shuxue,a teaching design process of high school’s biology important concepts based on deep learning is constructed.Then,based on the constructed teaching design,the chapter of "Gene mutation and other variations" is designed,and192 senior one students in Zoucheng No.1 Middle School of Jining,Shandong Province are taken as the research object to carry out research.And the homogeneity of students was tested by using the pre-test questionnaire and the deep learning scale.Then the experimental group carried out important concepts teaching based on deep learning,and the control group carried out conventional method.After practice,the post-test questionnaire and deep learning scale were issued,and the data were processed with SPSS23.0.After analyzing the data which compares important concept teaching based on deep learning with routine teaching,it can be concluded that although there is no significant difference in the memory of the secondary concepts and important concept,there are significant differences in the understanding,application,analysis and evaluation of important concepts.In addition,the teaching of important concepts based on deep learning can promote the improvement of students’ learning attitude,learning style,knowledge construction,transfer and application and critical reflection.Therefore,the teaching of important concepts based on deep learning has better teaching effect,which helps students to realize the deep learning of important concepts and improve the core literacy of biology discipline.