Research On Geography Concept Teaching Strategies Of High School Based On Deep Learning

The formulation of the new geography curriculum standard marks that geography teaching will gradually develop towards the direction of promoting student development,and deep learning is based on the long-term development of students and is an important and effective way to cultivate the core qualities of students in geography.The concept of geography is the core of concatenating geographical knowledge and keywords,and it is an important component of geographical knowledge.With the goal of cultivating the core literacy of students in the subject of geography,it is of great significance to realize the deep learning of students on the concept of geography.This article combs the relevant literature on deep learning and geography concept teaching at home and abroad,and adopts research methods such as literature analysis,classroom observation,case analysis,and interview methods to understand the connotation,characteristics,and geographic concepts of deep learning and geography concepts.The current status of teaching and teaching strategies have been systematically and scientifically studied.The specific contents are as follows:First,based on the basic process of geographic concept teaching and the characteristics of deep learning,using expert consulting methods,a deep learning-based geographic concept teaching diagnostic scale was developed.At the same time,combined with the heterogeneous classroom teaching situation of the two teachers with different teaching levels,the two teachers' classrooms were diagnosed.Second,through classroom observation and case analysis,this article summarizes the problems in the teaching of geography concepts based on deep learning:in terms of thinking,new geography teachers have neglected the importance of geography concepts;in the concept-aware teaching stage,neglect Students 'daily life experience and the differences in perception among students;in the concept understanding teaching stage,the students' pre-concepts,students 'thinking processes,the role of discussion activities and the cognitive differences between students are ignored;in the concept construction teaching stage,Neglecting the improvement of the student's geographic concept system;during the concept formation teaching phase,it neglects the cultivation of the student's geographic concept.On this basis,combined with the follow-up interviews with the two teachers,the reasons for the gap between the two teachers'geography teaching were found:the teachers'teaching ideas are outdated,the theoretical research is insufficient;the academic analysis is insufficient;the awareness of students is weak;The activity design is imperfect and the teaching control ability is weak.Third,this paper proposes a teaching strategy for geographic concepts based on deep learning.In the concept perception stage,teachers should provide more intuitive geographic things to help students form geographic representations.Starting from the students ' known and existing experience,the relationship between concepts should be established to lay the foundation for deep learning of concepts.In the concept understanding stage,teachers should fully understand the students'pre-concepts,carefully design teaching activities,increase the opportunities for students to think independently and cooperate with each other,in order to grasp the essence of the concept,and achieve deep understanding;in the concept construction stage,teachers should pay attention to the students' myths Contrast between concepts,new and old concepts,use concept maps to help students achieve conceptual transformation,establish relationships between concepts,and achieve deep construction of new concepts;concept formation stage,face practical problem solving,help students complete concept transfer and mining The deep geographical meaning contained in the concept promotes students to gain deep insights.Finally,according to the proposed teaching strategy,this paper designs an example of geographical concept teaching based on deep learning,with a view to providing reference for practical geography teaching for first-line geography teachers.