当今世界正处于大变革之中，各国之间的竞争，归根到底是以人才为核心的竞争。在这样的时代背景下，“培养什么人，怎么培养人”至关重要。全面深化课程改革，落实立德树人的根本任务，是当前教育领域改革发展的主要内容。为建立核心素养与课程教学的内在联系，使学生形成适应终身发展和社会发展的正确价值观、必备品格和关键能力，我国提出要发展学生的核心素养。但从课堂改革策略和现状来看，一部分课堂改革仅仅改变了教学程序、教学方式、课堂教学时间的分配，改变了学生记忆知识的愉悦程度，但忽略了对知识内涵的深层挖掘，忽视了学生解决复杂问题时所需的高阶思维能力的发展。要发展学生的核心素养，需要让学生实现知识的深层次理解和深度加工，构建知识体系，发展高阶思维，并灵活运用所学知识和能力解决实际问题，即由浅层学习进入深层学习。而学生真正意义上的深度学习需要建立在教师深度教学的基础之上。深度教学强调教学应把握知识的内在结构，建立逻辑紧密的学科知识体系，让学生实现学科思想、学科方法的理解和掌握，发展学生的关键能力，培养学生的学科素养。

本文除引言外，主要包括四部分内容，主要论述如下：

第一部分是高中生物核心素养下的深度教学相关内容的概述。对核心素养、深度学习、深度教学、深度学习和深度教学的关系进行阐述，为本文研究奠定理论基础。

第二部分是对高中生物课堂深度教学存在的问题及原因进行分析。在对相关研究内容进行梳理、借鉴的基础上，编制调查问卷，对株洲市四中高一高二高三学生、株洲市广大生物教师进行问卷调查，并通过相关数据，总结当前高中学生深度学习、教师深度教学存在的问题，分析出现这些问题的原因，为下一部分的研究奠定基础。

第三部分是高中生物核心素养培育下深度教学策略研究。基于对深度学习、深度教学理念内涵、特征的理解，结合学生深度学习、教师深度教学存在的问题总结和原因分析，提出相应的高中生物核心素养培育下深度教学策略研究。

第四部分是生物核心素养培育下深度教学案例设计。结合深度教学策略、自身教学过程和反思，编写相应教学设计案例，通过理论学习指导教育实践，并运用于实践，从而优化高中生物课堂教学结构，引导教师进行深度教学的教育实践。

The world today is in the midst of great changes. The competition among countries is, in the final analysis, the competition with talents as the core. In such times, “Who to train, how to train” is crucial. Deepening the curriculum reform in an all-round way and carrying out the fundamental task of establishing morality and cultivating people are the main contents of the current reform and development in the field of education. In order to establish the internal relationship between core literacy and curriculum teaching, and make students form correct values, necessary character and key ability to adapt to lifelong development and social development, our country proposes to develop students' core literacy. However, from the perspective of the strategies and current situation of classroom reform, some classroom reforms have only changed the teaching procedures, teaching methods, the allocation of classroom teaching time, and changed the students' enjoyment of memorizing knowledge, but it neglects the deep excavation of knowledge connotation and the development of higher-order thinking ability needed by students to solve complex problems. In order to develop students' core quality, it is necessary to let students go from shallow study to deep study, to realize deep understanding and deep processing of knowledge, to construct knowledge system and to develop high-order thinking, and flexible use of knowledge and ability to solve practical problems. And students' real deep learning needs to be based on teachers' deep teaching. In-depth teaching emphasizes that teaching should be based on the internal structure of knowledge, deal with the teaching contents in depth, make students move from symbol learning to the understanding and mastery of subject thought and subject method, and develop students' key abilities, to cultivate students' subject literacy.

In addition to the introduction, this article mainly includes four parts, mainly as follows:

the first part is a high school biological core literacy under the overview of the relevant content of in-depth teaching. This paper expounds the relations among core literacy, deep learning, deep teaching, deep learning and deep teaching, which lays a theoretical foundation for the study of this paper.

The second part is the analysis of the problems and reasons of the biology in-depth teaching in senior high school. Based on the relevant research contents, a questionnaire was compiled, and a questionnaire survey was conducted among Senior 1 and Senior 2 students of Zhuzhou No. 4 middle school and the majority of biology teachers in Zhuzhou, this paper summarizes the problems existing in senior high school students' deep learning and teachers' deep teaching, analyzes the reasons for these problems, and lays the foundation for the next part of the research.

 The third part is the research on the strategy of in-depth teaching under the cultivation of senior high school biology core literacy. Based on the understanding of the connotation and characteristics of deep learning and deep teaching, this paper sums up and analyzes the problems existing in students' deep learning and teachers' deep teaching, put forward the corresponding senior high school biology core literacy under the cultivation of in-depth teaching strategies.

The fourth part is the case design of in-depth teaching under the cultivation of biological core literacy. Combining in-depth teaching strategy, self-teaching process and self-reflection,compiling corresponding teaching design cases, guiding educational practice through theoretical study, and applying it to practice, so as to optimize the teaching structure of biology class in senior high school, to guide teachers in the educational practice of in-depth teaching.