Research On Questions Of Geography Class In High School Based On Deep Learning

Questioning in the geography classroom of high school is an important way to implement the reform of the new geography curriculum.It has a greater role in promoting the development of students' geographical thinking and problem-solving skills.However,there are problems in teaching practice that focus too much on knowledge and ignore thinking development.And deep learning points to deep thinking training activities,which can provide theoretical guidance for geography teachers to raise effective geography questions.Therefore,this paper studies the current situation of high school geography questioning based on the concept of deep learning.This is to improve the effectiveness of teacher questioning and promote teacher professionalization.It is of great significance to develop and promote students' deep learning.On the basis of sorting out the existing research results,this study uses the literature analysis method to define the concepts of deep learning and geography classroom questioning,and deeply analyzes the common features of deep learning and high school geography classroom questions including high-level cognitive thinking.training,old and new There are four aspects:the construction of knowledge connection,the orientation of problem-solving generation and the reflective geography learning process.Drawing on the deep learning route,using question design,question process and question results as the first-level observation indicators to link classroom teaching goals,trigger learning tendency,activate existing learning knowledge,stimulate positive thinking tendency,construct new geographic knowledge,and migrate new geographic knowledge,student performance evaluations,and new learning expectations are secondary observation indicators.The deep learning-based high school geography classroom questioning observation scale is designed,and the observation scale is reconstructed,revised,and improved through the expert consultation method.This research adopts literature analysis method,on the basis of combing the existing research results,defines the concepts of deep learning and geography classroom questions,and deeply analyzes the common features of deep learning and high school geography classroom questions including high-level cognitive thinking training,old and new There are four aspects:the construction of knowledge connection,the orientation of problem-solving generation and the reflective geography learning process.Drawing on the deep learning route,using question design,question process and question results as the first-level observation indicators to link classroom teaching goals,trigger learning tendency,activate existing learning knowledge,stimulate positive thinking tendency,construct new geographic knowledge,and migrate new geographic knowledge,student performance evaluation,and new learning expectations are secondary observation indicators.A deep learning-based questioning observation scale for high school geography classrooms was designed,and the observation scale was improved through expert consultation.This study uses classroom observation method to study the problems existing in the design,process and result of questioning in senior high school geography classroom.On the national education resources platform,eight different classes of four subjects are selected to record the speech behavior of teachers and students in eight classes in advance in the form of text.The questionnaire is used to carry out the observation and diagnosis of Classroom Questioning in the real recording class.It is concluded that there are several problems in Senior Geography Classroom Questioning:? in the questioning design,teachers closely contact the classroom teaching objectives and design the chain style Questioning,however,is a single form of questioning situation,divorced from reality and limited information.It tends to direct questions positively and the effect of conflict utilization is low,and the design of open questions is insufficient.? In the process of questioning,teachers make good use of questioning to activate the old knowledge of students' life,but there are some problems in the stimulation of the old knowledge of disciplines,such as replacing the old knowledge of students,too obvious clues,insufficient discovery of the old knowledge of key disciplines,too small proportion of high-level questioning in the stimulation of positive thinking tendency,insufficient mobilization of dialectical thinking and critical thinking,and excessive introduction of new knowledge of geography for students In the aspect of the new knowledge of geography,the students are lack of consciousness and creation.?In the question result link,teachers generally have the problems of too few questions of thinking and questioning type,too much compression of reflection space.Some teachers lack the consciousness of arousing students' mutual evaluation or are mere formality.In the teacher subject evaluation,there are the problems of lack of evaluation pertinence,process method and emotional attitude evaluation.In the aspect of pointing to new learning expectation,teachers can basically ask questions through questioning Encourage the dynamic generation of the classroom,but there is a lack of awareness and ability to motivate students to ask questions.In view of the problems existing in high school geography classroom questioning,this paper puts forward the optimization strategy of high school geography classroom questioning.In the stage of question design,information technology should be deeply integrated to establish full perception,excavate realistic hot materials to deepen cognitive experience,integrate geographical elements to enrich the depth of situation,evaluate the cognitive basis of students to aim at thinking obstacles,and contact geographical problem solving to create poor structure questions.In the process of asking questions,we should connect the old and new knowledge,excavate the key old knowledge,deepen the principle of geographical process to activate the high-level thinking,create the blank processing space to stimulate the active construction,change the geographical space-time conditions to broaden the use of migration.In the stage of questioning results,the students' metacognitive process should be revealed,the students' multi-directional interactive feedback should be stimulated,the teachers' multi-dimensional performance evaluation should be carried out,and suspense should be set to induce students to question,criticize and ask questions actively.