Research On The Deep Teaching Strategy Of Comprehensive Questions Of Physical Geography

The Outline of the National Program for Medium-and Long-Term Education Reform and Development(2010-2020)issued in 2010 pointed out that education and teaching should be based on the improvement of students’ learning,practice and innovation ability,and enable students to actively participate in the learning process,think independently,experience personally and discover problems,which coincates with the goals and requirements of deep teaching.Comprehensive physical geography questions are important means to test students’ knowledge and thinking of geography.Therefore,based on the deep teaching theory,this paper investigates the high school students’ solving level of comprehensive physical geography questions and teachers’ teaching situation of comprehensive physical geography questions,and puts forward targeted teaching strategies based on the survey content.It is of great significance to enrich the depth teaching theory and guide the geography teaching practice.This paper mainly uses quantitative and qualitative analysis methods,interview methods,literature research methods and expert consultation methods to carry out the deep teaching strategy research of comprehensive questions of physical geography.First of all,this paper investigates the students’ actual level of solving problems and the difficulties encountered in the process of solving problems.Secondly,the actual teaching situation of the teachers’ comprehensive questions of physical geography is investigated,which is the key part of this paper.After obtaining the data of teachers’ teaching situation of comprehensive physical geography questions and students’ level of solving comprehensive questions,the author proposed relevant strategies for auxiliary teaching based on the deep teaching theory,and the main research conclusions were as follows.(1)Basing on the analysis of performance of the comprehensive problems of physical geography and specific class of sampling survey by 424 high school sophomore students in Chongqing southwest university affiliated high school,the author found that albeit students can match the content of the test with the knowledge section of the textbook in the process of solving the comprehensive problems of physical geography,there still remains a great deal of problems.The problems are mainly reflected in four aspects:(1)The scale division of material situation is fuzzy,which can not accurately correspond to the scale of "global-regional-local – area";(2)It is difficult to understand the tasks of the test questions,which can not recognize the requirements of spatial positioning,spatial pattern awareness and generalization,dynamic observation and prediction,comprehensive analysis and regional comparison,drawing and illustration flexibly;(3)The test content is difficult to grasp.The details showing that the students are unable to form a perfect thinking path for the test contents,such as geographical location and distribution,geographical features and differences,geographical processes and changes,and geographical connections;(4)There are loopholes in the knowledge system,which can not fully explain the geographical concepts,geographical laws,geographical principles and interdisciplinary knowledge examined by the test.(2)The author conducted interviews with twelve geography teachers of first-line high schools in Chongqing,and sorted out the problems in the teaching process of comprehensive questions of physical geography.The problems are as follows:(1)lack of specialized thinking for situational scale differentiation,and teaching situation design tends to be conventional;(2)The selection of teaching materials is blind,and the logical thinking among classroom problems is not clear;(3)The fragmentation of teaching knowledge and the lack of systematic integration among topics.(3)Combining with the sorting and analysis of the above problems,the author puts forward three teaching strategies according to the difficult problems of students’ learning and teachers’ teaching.(1)Pay attention to the development of students’ scale thinking and optimize the construction of the test logical chain.First,pay attention to scale difference and adopt multivariate analysis method.Second,grasp the characteristics of test questions and sort out the primary and secondary relationships between scales.(2)Strengthen the test situation preparation,clear daily classroom task direction.First,carefully choose the teaching materials of the new lesson,and lay a good cognitive prototype;Second,pay attention to the quality of the problem,refuse to ask mechanical questions;Third,innovate teaching methods to break through students’ conceptual cognitive problems.(3)Develop unit teaching to promote the integration of knowledge.First,the condensed unit organizes the core,emphasizing the logical context of knowledge learning;Second,macroscopically review the teaching content and write teaching objectives in depth layer by layer;Third,we should respect the differences between classes and guide the implementation of teaching with multiple programs.