Research On Teaching Strategies To Promote High School Students’ Deep Learning Of Geography Based On ’’Activity’’ Column

The development of education in China is in the stage of quality education and lifelong education,emphasizing the enhancement of students’ autonomous learning ability.Under the background of a new round of education reform,deep learning emphasizes the transformation of students’ cultivation from focusing on knowledge to improving ability,which meets the needs of quality education and innovative talents training.Exploring the rich connotation of quality education in the activity column of the textbook can comprehensively promote the deep learning of high school students and effectively cultivate the core literacy of students in geography.Therefore,it is of great significance to scientifically and reasonably integrate the content of ’’activity’’ into the whole process of deep learning,so as to plan the geographical knowledge system of the text of the textbook and the column of ’’activity’’ as a whole,and to improve the core literacy of middle school students’ geography.This paper uses the literature analysis method to determine and interpret the dimensions and elements of deep learning.Focusing on promoting the deep learning of high school students’ geography,this paper takes the 2019 high school geography compulsory textbook as the research object,and uses the qualitative and quantitative analysis method to analyze the overall structure,setting characteristics and types of the ’’activity’’ column of the textbook,and explores the deep learning value and law of the ’’activity’’ column.The results of the questionnaire and interview are sorted out by the method of geostatistical analysis,so as to understand the current situation of deep learning and the use of ’’activity’’ column in geography teaching,and comprehensively analyze the existing problems in geography teaching.Based on the above research results,this paper empirically proposes a teaching strategy to promote high school students’ deep learning of geography based on the ’’activity’’column of teaching materials,and selects various types of ’’activity’’ columns for teaching case design.The conclusions of this paper are as follows:First,the ’’activity’’ column is at the same level as the text in the overall structure of the textbook,and has the largest number and proportion in the textbook auxiliary system;the’’activity’’ column is the application and expansion of the text knowledge;practical application,data analysis,and comprehensive discussion ’’activity’’ columns all reflect the value of deep learning.In the use of ’’activity’’ column teaching,we should pay attention to promoting students ’ deep learning in the field of cognition.According to the characteristics of ’’activity’’column,we should appropriately increase the links of geography classroom reflection evaluation and cooperative solution of geographical problems in teaching,and effectively strengthen students’ deep learning in personal and interpersonal fields.Secondly,through the analysis of the current situation of deep learning and ’’activity’’column use between teachers and students in high school geography teaching,it is found that the overall level of students’ deep learning is low,over-reliance on teachers,and insufficient understanding of ’ activity’’ column;teachers pay less attention to the ’’activity’’ column of teaching materials,the way of implementing teaching activities is relatively single,the specific path of implementing deep learning is lacking,and the teaching evaluation system is not complete.Thirdly,based on the above research,combined with the promotion mechanism of geography textbook ’’activity’’ column on students’ deep learning,and the survey results of high school geography teaching under the background of new curriculum reform,this paper puts forward the teaching strategies of promoting high school students’ deep learning of geography based on textbook ’’activity’’ column: deep practice of teaching reform,improve the professional level of teachers;create real activity situations and solve practical problems;create similar activity situations to achieve migration applications;using charts to correlate geographical elements to promote knowledge construction;refining activity problem design to achieve deep processing of knowledge;enrich activity materials and improve students’ subject status;add interpersonal activities to achieve effective communication;expand the form of teaching arrangement and implement the core literacy of geography;pay close attention to activity evaluation and promote the diversification of teaching evaluation.Fourthly,according to the teaching strategies proposed in this paper,a case is selected from each type of ’’activity’’ column for teaching design,and the application of textbook’’activity’’ column to promote high school students’ deep learning of geography is integrated into the actual geography teaching.It is clear that the teaching strategy and case design of’’activity’’ column have the value of deep learning and can effectively cultivate students’ core literacy of geography.