Research On Deep Teaching Of High School Studentwith Physical Geography Learning Difficulties

Due to the certain differences in geography knowledge between middle and high schools,there is a phenomenon of difficulty in learning physical geography that many high school students are difficult to transform geography learning thinking temporarily,and cannot fully understand the principle of physical geography knowledge.For this reason,it is necessary for geography teachers to pay attention to students with this phenomenon and explore solutions.This paper starts with the deep teaching concept,sorts out the relevant research progress at home and abroad,analyzes the relationship between the many learning problems in the physical geography and the inadequacy of teachers' physical geography teaching,and focuses on how to apply the deep teaching concept to solve the problem of physical geography difficulties,and provides a reference for promoting the difficulties of physical geography and improving the teaching effect of geography teachers.The main structure of this paper is as follows:The first part is introduction.Introduces the research background,reviews the research progress at home and abroad,and introduces the research methods and technical routes.The second part is the concept definition and theoretical basis.This paper defines the concepts of deep teaching and high school student with physical geography learning difficulties,and expounds the theoretical basis,including brain science theory,education target classification theory and multiple intelligence theory.The third part is the investigation and analysis on the current situation of deep teaching of high school students with physical geography learning difficulties.Through questionnaire survey,it is found that the student with physical geography learning difficulties is not enough in internal learning motivation,that learning method is relatively mechanical and the classroom interaction is not active.At the same time,through questionnaire survey,it is found that the high school geography teacher has insufficient evaluation of the learning situation,the teaching of emotional meaning is rather stiff and the classroom learning atmosphere is not fully mobilized and other issues.On this basis,the feasibility of deep teaching of student with physical geography learning is analyzed from three aspects: learning motivation,learning method and characteristics of physical geography.The fourth part is about the deep teaching strategy and the test of its implementation effect.This paper puts forward four strategies of deep teaching,including pre-evaluation,creating positive learning culture,deep processing knowledge and deep teaching evaluation,and designs teaching cases based on specific teaching contents,finally,tests the implementation effect of deep teaching for students with learning difficulties in high school physical geography through comparative experiment,and the experimental results show that the integration of the deep teaching concept into the high school physical geography teaching can improve the students' geography learning achievements to a certain extent,and help students gradually form a correct natural geographical thinking mode.The fifth part is the conclusion and outlook.The conclusion is drawn that the in-depth teaching concept,which integrated into the high school physical geography teaching,can improve the teaching effect of teachers to a certain extent,stimulate the enthusiasm of students with learning difficulties in physical geography,and help solve the learning difficulties of them.Finally,summarize the deficiency of this paper and put forward the prospect.