Research On The Design Of High School Geography Problems Based On Deep Learning

The 2017 new edition of the general high school geography curriculum standard emphasizes the cultivation of students' Geography "core literacy".In the implementation suggestions,it clearly puts forward the emphasis on "problem-based" teaching,which requires the integration of related learning content with "problem",with the "problem discovery" and "problem solving" as the main purpose."Learning starts from thinking,thinking starts from doubt".Problems run through the whole process of classroom teaching.They are the framework of the classroom and the thinking link between teachers and students.Looking at the current teaching situation,there are still many problems in the problem design of geography classroom,such as: the problem types are mostly memory,understanding,synthesis,evaluation and so on,which make students stay in shallow learning.Deep learning is regarded as "the inevitable requirement of the international community to cope with human learning in the information age",and is an effective way to achieve the "core literacy goal".This paper will study the problem design of high school geography classroom from the perspective of deep learning.Based on literature research,questionnaire survey and case analysis,this paper clarifies the research status of "deep learning" and "problem design" at home and abroad through literature research,so as to lay a theoretical foundation for later research;through questionnaire survey,from the five dimensions of consciousness,basis,type,difficulty and situation creation of problem design,it analyzes the problem design status of high school geography teachers at present Through case analysis,this paper compares and analyzes the problem design in the four links of "classroom introduction-new knowledge learning-migration application-expansion and promotion" in the two "heterogeneous" lessons of "geological process of surface morphology change".Based on the questionnaire analysis,comparative analysis,combined with Bloom's cognitive domain goal leveltheory,this paper puts forward the design process and strategy of senior high school geography problems based on deep learning,and selects the second senior high school geography "environmental carrying capacity and population reasonable capacity" of the Chinese plate as an example for teaching design,and gives an example reference.According to the research,the design process of high school geography problems based on deep learning is as follows: the first step is to sort out the core knowledge of the unit according to the requirements of the curriculum standard;the second step is to structure the core knowledge and make the structural knowledge problematic;the third step is to select the appropriate materials and create the problem situation;the fourth step is to define the cognitive level and design the gradient problem chain;the fifth step is to use geographical terms and organize the language Expression.The innovation of this paper is the combination of deep learning and problem design,and the proposed strategy has distinct characteristics of geography discipline,with strong systematization and operability.The deficiency is that the teaching design is not implemented and there is no corresponding evaluation system.