深度学习被认为是落实核心素养的有效途径，虽然深度学习的实践如火如荼，但很多都是在拥有顶尖生源的高中展开。如何在普通高中开展深度学习，提升学生的获得感，困扰着广大的一线教师。

本研究在甘肃省兰州市某普通高中展开，并在高一和高二同时展开深度学习的教学实践。在论文前期的准备阶段，调研并学习了大量关于深度学习的文章、视频、案例、书籍，确定了开展深度学习的基本流程。然后通过成绩的对比选取了对照班，利用深度学习现状调查表，从认知维度、人际维度和个人维度三个维度进一步确定了实验班与对照班的差别。结果表明实验班和对照班均在认知维度得分最低，人际维度得分最高。中期在高一的《相互作用——力》以及高二的《静电场中的能量》两个章节开展深度学习的教学实践。根据对高二课堂表现评价表的分析可知，学生在人际维度主要依赖于教师的讲解，个人在课堂上的表达能力及在团队合作中沟通水平较低。后期对高一和高二的单元检测结果分析可知，实验班在认知维度的学习理解、应用实践方面得分均高于对照班。通过调查，可知学生对教学的满意度很高，学习的主动意识有所提升。结合整体的实践和数据分析，可以得出，在开展深度学习的教学实践后，实验班学习水平有明显提升。

Deep learning is considered to be an effective way to implement core literacy. Although the practice of deep learning is in full swing, many are in high schools with top-notch students. How to carry out deep learning in ordinary high schools and to improve students' sense of gain are plaguing frontline teachers.

In this thesis, studies were conducted in a regular high school in Lanzhou City, Gansu Province. Deep learning teaching practices were conducted in both the first and the second years class of high school. First, after investigating a large number of articles, videos, cases and books about deep learning, the basic process for conducting deep learning was determined. In the early stage, two classes were selected through a comparison of grades, and then the differences between the experimental class and the control class were further analyzed from three dimensions: cognitive dimension, interpersonal dimension and personal dimension through a deep learning status survey. The results showed that these two groups had the lowest scores in cognitive dimension and the highest scores in interpersonal dimension. Then, teaching practice of deep learning were carried out in the first year class in the chapter of interactions - forces and in the second year class in the chapter of energy in electrostatic fields in the same semester. The analysis of the performance evaluation table for the second year class showed that students mainly rely on teacher's explanation in interpersonal dimension, and their individual expression ability in classroom and communication in team cooperation are relatively low. The analysis on the unit testing results for the first and second year class in the later stage showed that in terms of cognitive dimension, the experimental class scored higher than the control class in terms of learning comprehension and practical application. Through questionnaire survey, it was found that students were very satisfied with teaching and had an improved sense of initiative of learning. Based on the practice and data comparison in the early, middle and later period, it can be concluded that after conducting teaching practice of deep learning, the study level in the experimental class has significantly improved.