Abstract
Deep learning is an important research topic in the field of educational technology, the Horizon Report released by the New Media Alliance in 2017 points out that deep learning is a key direction in promoting educational development and reform. This research is based on the CRS review discussion teaching mode, applying classroom response system in interactive teaching environment, in order to promot students' deep learning. Aiming at the problems of single teaching method, simple classroom communication, fuzzy monitoring of learning situation and low efficiency of teaching goal in junior high school physics review course, this paper takes junior high school physics review course as an example, discusses the teaching efficiency of CRS-based review course qualitatively, and uses comparative experiment to analyze the difference between teaching effect, students' deep learning achievement degree and learning type. The results show that, Based on the CRS junior high school physics review class in-depth learning model can improve students' academic performance, enhance the degree of achievement of students' deep learning. Therefore, we should actively explore the deep integration path of CRS and physics teaching, give full play to the advantages of CRS in focusing on the core issues in the classroom, evaluation of innovative learning process to improve the effectiveness of physics teaching.
Highlights
The theory of deep learning is proposed by American scholars Marton and Saljo [1] on the basis of reading experiments to deal with the shallow learning phenomena of isolated memory and non-critical acceptance of knowledge
If the correct rate of the first test results is more than 70%, as in question 1, ask the student to analyze the question and go to the question
When the first test result is more than 70%, most of the students have a good grasp of this knowledge can adopt autonomous learning model; When the results of the first test are between 30 and 70, some students do not have a deep understanding of the knowledge point, do not reach the goal of in-depth learning, can adopt the learning model of cooperation with each other; When the result of the first test is less than 30, most students have difficulties in this knowledge point
Summary
The theory of deep learning is proposed by American scholars Marton and Saljo [1] on the basis of reading experiments to deal with the shallow learning phenomena of isolated memory and non-critical acceptance of knowledge. Corresponding to shallow learning, deep learning is a kind of learning aimed at promoting the development of students' critical thinking and innovative spirit. It emphasizes the integration of knowledge and the connection of meaning, and emphasizes the improvement of students' advanced thinking and complex problem solving ability [3]. There are some problems such as the simplification of teaching simple classroom communication, fuzzy monitoring of learning situation and low efficiency of teaching goal in physics review course of junior middle school in China [4]. Improving the efficiency of junior high school physics review class and achieving the goal of students' deep learning are the special concerns of educators
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