Research On The Cultivation Of Senior High School Students' Geography Comprehensive Thinking Ability Based On Deep Learning

The General Senior High School Geography Curriculum Standard(2017 Edition)shows the basic concept of cultivating students' core quality in geography and fulfills the fundamental task of cultivating morality and cultivating people.The comprehensive thinking is a thinking method that analyzes geographical rules and principles,representing the one of the four important components of geographical core accomplishment,which requires students to summarize,study,analyze and evaluate complex and changeable geographical factors from multiple levels and perspectives.Deep learning has several characteristics,including information integration,knowledge construction,critical understanding,problem solving,etc.,while the information integration,transfer and application,problem solving,are closely related to the cultivation of comprehensive thinking in geography.The process of deep learning is the process of continuous cultivation of comprehensive thinking.At present,the research on cultivating geography comprehensive thinking ability of high school students mainly focuses on the construction and application of mind maps and concept maps,while the research on cultivating students' comprehensive thinking from the perspective of deep learning.Based on previous researches,this study carried out the training based on deep learning to cultivate senior high school students' comprehensive thinking ability in geography,aiming to summarize and explain the relevant content and applicable theories of comprehensive thinking in geography through literature reading.Meanwhile,this study also focused on the theoretical analysis of the application of deep learning to the cultivation of comprehensive thinking in geography,and investigated the present situation of high school students' comprehensive thinking level in geography so as to formulate teaching strategies based on deep learning and design teaching cases for the cultivation of students' comprehensive thinking in geography.The aim of those procedures were used to verify the effect of deep learning on improving the comprehensive thinking ability of students.The following results are obtained through the research.(1)Students could not make deep learning,nor they were active in learning geography,and they were poor in comprehensive thinking ability of geography,due to the lack of systematic comprehensive thinking ability training.According to the questionnaire analysis,we found that only a few teachers would deliberately train students' geography comprehensive thinking ability,while the most other teachers did not have enough awareness of training the students comprehensive ability of geogrephy,such as the students' abilities of the information acquisition,knowledge construction,transfer and application,problem solving,etc,which led to the students having much difficulty in learning geography,further reducing students' interest in geography.Therefore,Geography teachers should comprehensively change the teaching concept,strengthen the training of students' comprehensive thinking ability in a targeted manner,and realize the continuous advancement of students' thinking and the improvement of comprehensive thinking.(2)Deep learning,a new type of learning method,its cognitive level is represented by the application of higher-order thinking.Incorporate deep learning teaching strategies such as diversified forms of teaching,task-driven learning,problem creation,and case integration into the teaching process,by creating and developing instructional design for the development of students' higher-order thinking,focusing on promoting the advanced thinking of students to achieve deep learning,which may help to promote the cultivation of students' comprehensive thinking ability of geography.(3)This study used the SOLO Classification Theory,integrated the evaluation criterion of comprehensive thinking level in geography curriculum standards,designed the evaluation scale and test questions of students' comprehensive thinking level,in order to solve the problems of lack of pertinence in the evaluation method of students' comprehensive thinking in geography and difficulty in quantifying the current situation of students' comprehensive thinking.Therefore,we divided the students' comprehensive thinking level of geography from high to low into four levels: U,M,R,and E which correspond to the four levels of comprehensive geographical thinking level I,II,III,and IV,respectively.Furthermore,the number and score design of test questions are different in various thinking levels.By analyzing the students' scores at different levels of thinking and their changing trends through multiple test results,we found that students at U level had the highest score rate,M level was higher,and R and E levels were the lowest.At the initial stage of deep learning,students' thinking levels have not been significantly improved,but U Level,M Level and R Level have been improved a lot after long-term systematic deep learning training,while E Level has not been significantly escalated.Therefore,it can be clearly seen that this evaluation method can quantify the stage and promotion space of students' comprehensive geographical thinking,and provide data demonstration for further analysis of students' comprehensive thinking ability in geography.In conclusion,the development of students' comprehensive thinking is a step-by-step process,which could not be realized overnight.In the initial stage,deep learning has no significant effect on the cultivation of students' comprehensive thinking in geography,but students' comprehensive thinking Level I,Level II and Level III have improved through continuous deep learning and training while the Level IV did not significantly improved.,but after long-term planned training,it is still expected to achieve a higher comprehensive Thinking level.