Research On The Strategy Of Geography Deep Teaching In High School

On the basis of understanding the concepts of deep learning and depth teaching,this thesis clarifies the connotation,characteristics and theoretical basis of the study of geography depth teaching.At the same time,questionnaire and interview are used to investigate and analyze the present situation and problems of geography teaching in middle school.Then it puts forward the strategies for the design and implementation of the high school geography teaching.Finally,the author investigates the effect of deep teaching on achieving three-dimensional goals,enhancing students’ core literacy and teaching effect by designing specific teaching case and evaluating the effect of implementation.The main conclusions of the study are as follows:(1)Deep geography teaching means that teachers create appropriate teaching situations in the teaching process and adopt various teaching methods,in order to guide students to grasp the essential,logical and systematic knowledge and to be able to apply,analyze,evaluate and innovate knowledge.In this process,the students’ geographical core literacy and subject emotion are trained,so as to promote the overall development of the students.In addition to the characteristics of general depth teaching,geography depth teaching has the characteristics of space-time,practicality,comprehensiveness and life.The deep geography teaching can be divided into two basic forms: direct depth teaching and indirect depth teaching.(2)After the investigation and analysis,it is found that the main problems in the study of middle school geography teaching are as follows.Firstly,many students learn by rote.Secondly,students’ participation is low.Moreover,But students’ subject emotion is weak.Meanwhile,there are some problems in teaching,For instance,classroom organization is loose.The content of teaching is lack of essence and richness.Besides teaching methods between new and old teachers are different.Meanwhile,it’s hard to implement the emotional goals and evaluation.The main reasons for these problems are lack of digging the connotation of knowledge,geographical characteristics in class,interest in class and meet teaching requirements.(3)To strengthen teaching in depth,the main design principles based on the teaching case of depth teaching are put forward,which are logicality,systematicness,procedure,openness,speculation,emotionality and expansibility.The main design strategies are digging deep tacit knowledge,enriching teaching contents,implementing teaching objectives,mobilizing students’ senses,enhancing their enthusiasm,attaching importance to knowledge structure,promoting knowledge structuring,using situations to inspire student interest.(4)Implementation strategies based on geography depth teaching are strengthening construction of teaching environment and dealing with the relationship between teacher-led and student-subject,the relationship between knowledge of presupposition and generation,the relationship between students’ direct and indirect experience and so on.The evaluation of the implementation effect of deep teaching should be examined from four aspects: teaching objectives,teaching contents and methods,students’ activities and summary.(5)Through the design of heterogeneous forms for the same subject and the comparative experiments,this paper finds that geography depth teaching is indeed helpful to improve the efficiency of students’ lectures and to facilitate students’ acquisition of knowledge,skills.Students’ emotional experience can be fostered as well.In addition,it is meaningful for the implementation of three-dimensional goals and the cultivation of geographic core Literacy.Moreover,it has a significant effect on improving the teaching effect of geography class.