Discourse Analysis Of High School Geography Classroom From The Perspective Of Deep Learning

The current new curriculum reform advocates promoting students’ deep learning in teaching,while teachers carry out interactive teaching in teaching,which can promote students’ deep understanding of knowledge,enhancement of ability and development of core literacy in the interaction.In classroom teaching,classroom discourse is the most basic carrier of teacherstudent interaction.The classroom transformation and reform focusing on classroom discourse is one of the effective ways to deepen the classroom reform,test the quality of classroom learning and promote the development of students’ quality.At the same time,deep learning is the internalization of classroom discourse interaction.Studying the characteristics of discourse in deep learning classroom will help teachers carry out effective and high-quality classroom teacher-student interaction.So by selecting the classroom discourse analysis framework,analysis of high school geography class of normality and depth of the high school geography class of teacher talk,students learn words and characteristics of the discourse interaction between teachers and students,the inductive current geography classroom discourse,in high school geography classroom discourse characteristics of deep learning lesson as a guide,from the Angle of classroom discourse,promote students deep learning teaching strategies are put forward.Through literature research,it is found that there are still few studies on the combination of deep learning and classroom discourse.Classroom discourse analysis of specific disciplines is mainly focused on the interaction between teachers and students,and there are still few studies on the analysis of teachers’ and students’ discourse.In addition,the relationship between classroom discourse and deep learning is constructed on the basis of literature research,which lays a foundation for the subsequent analysis of high school geography classroom discourse.Based on the relationship between classroom discourse and deep learning,teacher discourse analysis framework,student discourse analysis framework and teacher-student interaction discourse analysis framework are selected from three dimensions of teacher discourse,student discourse and teacher-student discourse interaction respectively.This paper makes a comparative analysis of the classroom discourses of two regular geography courses and two deep learning geography courses with the same teaching topic from the three dimensions of teacher discourse,student discourse and teacher-student interaction discourse,and summarizes the characteristics of the classroom discourses of regular geography courses and deep learning geography courses in senior high school.There are four characteristics of classroom discourse in the regular geography class of senior high school:(1)teachers mainly answer questions briefly;(2)Teachers’ excessive use of prompt questioning;(3)Students have less discourse;(4)The quality of teacher-student discourse interaction is not high.There are four main characteristics of classroom discourse in senior high school geography deep learning course:(1)Teachers’ questions are mainly related and applied;(2)Teachers use a variety of questioning types;(3)Students have a high level of discourse thinking and cognition;(4)The discourse interaction between teachers and students is mainly multidirectional.Based on the characteristics of the classroom discourse of the regular geography course in senior high school,the deficiencies are summarized.Guided by the characteristics of classroom discourse of senior high school geography deep learning,this paper puts forward strategies and teaching suggestions for optimizing classroom discourse of senior high school geography from the perspective of classroom discourse.The specific teaching strategies are as follows:(1)teachers’ questions are diversified and multidimensional to arouse students’ thinking;(2)Deepen the questioning mode of teachers and guide students to think again;(3)Create arguments in real problem situations to improve students’ level of discourse thinking;(4)Build an interactive dialogue platform to improve the interaction and cooperation between teachers and students.Based on the study to promote deep learning of high school geography classroom teaching strategy,with the new xiang includes and required an example for the movement of the water depth case study design,to promote deep learning of high school geography classroom discourse teaching strategy into specific teaching design,design verification through practice the deep learning of high school geography classroom discourse teaching strategy is feasible.