A Study On Teaching Strategies Of Deep Learning In High School Geography Based On Depth Of Knowledge Model

With the development of technology and the change of educational theories in the information age,China’s education reform aims to promote the comprehensive development of students’ literacy,and it has become an inevitable trend to cultivate learners’ thinking and learning ability.The higher-order thinking,active learning and meaningful migration pursued by the concept of deep learning not only meet the requirements of educational reform and development,but are also an important way for students to develop and improve their quality in the long run,and are also the key to promote students’ transformation from shallow to deep learning in geography teaching.The depth-of-knowledge model,which delineates students’ depth-of-knowledge levels and corresponding activities,is an effective tool to help realize deep learning in geography classrooms.This study combines deep learning and depth-of-knowledge models to create teaching sessions and instructional strategies and implement them in the geography classroom in order to promote students’ deep learning abilities and facilitate the realization of meaningful,valuable,and warm geography classrooms.This study sorted out the development status of deep learning and knowledge depth model by analyzing the related literature at home and abroad,and studied the literature to outline the concepts of deep learning and knowledge depth model,so as to lay the theoretical foundation for designing an effective deep learning teaching strategy.Referring to the scale of deep learning,we compiled a deep learning questionnaire from four dimensions of deep learning motivation,deep learning input,deep learning strategy and deep learning results;Teacher interviews were conducted from three aspects: the understanding of the concept of deep learning,teaching objectives and methods of realization,to investigate and analyze the current level of deep learning of high school students in geography and the current situation of teachers in carrying out deep learning in geography classrooms,to summarize and outline the current problems of deep learning in high school geography,and to try to analyze the reasons for their emergence.Combining the relationship between deep learning and depth model of knowledge,it further elucidates the construction basis of deep learning teaching strategy based on depth model of knowledge,creates a deep learning teaching link based on depth model of knowledge,and proposes specific teaching strategies for deep learning based on depth model of knowledge to solve the existing problems in geography classroom:(1)stimulate motivation for deep learning: create problem situations in connection with real life situations.Integrate old and new knowledge and optimize knowledge structure.(2)Induce deep learning input: select teaching activities to trigger deep inquiry;create a practical platform to encourage hands-on participation.(3)Enriching deep learning strategies: using outline diagrams to deepen the connotation of concepts;strengthening knowledge feedback to promote knowledge transfer.(4)Optimize the results of deep learning: make use of extension training to solve similar problems;enrich evaluation tools to promote emotional sublimation.We implemented the deep learning teaching strategy in high school geography teaching,set up experimental classes and control classes,compared the level of deep learning,students’ classroom performance,and the pre-test and post-test of geography test questions to verify the effect of the deep learning teaching strategy,and came to practical conclusions: the deep teaching strategy based on the depth model of knowledge can effectively improve students’ deep learning ability;compared with the conventional teaching mode,the deep learning teaching strategy can improve the efficiency of deep learning in geography classroom.