Exploring Teaching Strategies To Promote Deep Learning In Middle School Geography

Deep learning is an effective means to implement the geography midterm reform and cultivate geography core literacy.It has been found that deep learning helps to develop students' abilities in critical thinking,integrative thinking,transfer application and active learning.This paper is based on the theory of deep learning,so that students can get rid of the rote learning mode,which is important for developing geographical thinking,cultivating geographical core literacy and enhancing the professional growth of teachers.This paper uses research methods such as literature analysis,questionnaire survey and statistical analysis to sort out the current research status,core concepts and theoretical foundations of deep learning,conduct a survey on the current situation of deep learning in geography for junior high school students,and propose teaching strategies to promote deep learning in geography,as follows.First,the core concepts of deep learning,namely comprehension learning,critical learning,active learning,transfer learning,and reflective learning,were derived by synthesizing previous perspectives,and deep learning was found to be based on shallow learning toward higher-order thinking.Based on the NSSE-China deep learning subscale and Bloom's cognitive goal theory,the questionnaire was developed in conjunction with the core concepts of deep learning.Secondly,with the help of statistical analysis method to analyze the current situation of students' deep learning of geography,we found that the level of students'deep learning of geography in the second year of junior high school was not high,and the following problems mainly existed:the initiative and enthusiasm of geography learning were not high,and some students had low self-efficacy in geography learning;geography knowledge mostly stayed at the level of memory,unable to form their own knowledge system and unable to combine geography knowledge with practical problems.Weak comprehensive analysis ability of geography,unable to decompose the knowledge and find the connection of each part when facing comprehensive problems;most students only focus on the acquisition of geographic knowledge and neglect to reflect on their own geographic learning.Third,in response to the problems found in students' geography deep learning,the teaching strategies are proposed by combining the characteristics of geography subjects,the connotation of deep learning and the theoretical basis with each other.Through praise and timely affirmation,we create a harmonious and positive atmosphere for deep geography learning and promote geography learning initiative;use problem-led teaching and design problem chains to stimulate students' interest in inquiry;grasp key words to understand geography knowledge and establish connections between geography knowledge to stimulate students' higher-order thinking;use the case analytical method to create vivid scenarios,improve geography migration ability and cultivate integrated thinking;help students establish a geography knowledge system through stage reflection.