Research On “Geography Process” Teaching Strategy Based On Deep Learning

Since entering the new era,the requirements of society for talents have changed,the way to cultivate talents also needs to be optimized,the curriculum reform conforms to the changes of the times,emphasizes the cultivation of students’ ability,and puts forward the overall training goal of core literacy in the new curriculum standards,and attaches importance to the cultivation of students’ thinking quality ability and values.Deep learning is from the perspective of student learning and growth,paying attention to the long-term and sustainable development of students,and deepening the popularization of deep learning in the classroom is an important way to promote the reform of the new curriculum and implement the cultivation of students’ ability.Geographical processes have an important position in geography disciplines and teaching,and the attention in the study of geography disciplines is getting higher and higher,but there are dilemmas in the teaching of geography in high schools,the reason is that students’ learning of geographical processes is relatively shallow,and it is difficult for teachers to combine the teaching of geographical processes with a high level of cognitive level and thinking ability,so the teaching of geographical processes should be based on students’ deep learning to improve the level of learning.Following the idea of "problem discovery → problem analysis → problem solving→ case application",this paper focuses on the following questions: the general path of deep learning and the cognitive path of geographical process learning? How to use deep learning to promote the learning effect of geography process content in senior high school geography 1? In the research process,we mainly explore the guidance of in-depth learning to geography 1 teaching in senior high school from two aspects of theory and practice through literature research,inductive analysis and educational experiment.Starting from the current situation of deep learning research and development at home and abroad,this paper understands the research status of deep learning and geography process teaching through reading domestic and foreign literature and sorts it out,summarizes the connotation,characteristics and connotation and classification of geographical processes of deep learning,and uses Bruner’s classification theory of educational goals and constructivist learning theory to provide theoretical guidance for deep learning.The research content of this paper mainly includes four parts: the first is to clarify the connotation and learning characteristics of deep learning and construct the basic framework of high school geography deep learning;the second is to sort out the learning requirements of the high school geography curriculum standards for the geographical process,the content of the geographical process in the compulsory high school geography and its deep learning cognitive level objectives,so as to formulate targeted teaching strategies for the compulsory one deep learning geography process;the third is to carry out the current situation survey by using the questionnaire survey method to summarize the students’ depth of cognition and ability to be improved.Learning methods need to be guided,teaching concepts need to be updated urgently,geographical process teaching methods need to be improved,etc.,the fourth is based on the basic framework of deep learning in the previous article and the content analysis of the compulsory geographical process,the general idea of design teaching is to do a good job of pre-assessment to set deep learning goals,create real situational perception of geographical processes,decompose geographical processes in activities,analyze the causes of the process in cooperative exploration,comprehensive spatial-temporal changes to migrate geographical processes,and take multiple evaluation feedback.Taking the atmospheric heating process as an example,the teaching content is designed,and the learning effect of students is evaluated through control experiments,It is found that the learning effect of the experimental group is better than that of the control group.Finally,based on the above research,this paper summarizes the shortcomings and prospects of this research.