Research On The Design And Implementation Of Problem-based Geography Teaching In Senior High School Based On Deep Learning

The way to rejuvenate a country is to put talent first.Talents lead scientific and technological innovation and drive industrial transformation,which is an important strategic resource for national rejuvenation and national prosperity.Training innovative talents who dare to criticize and question and explore and solve problems has become the key goal of senior high school education in China.In the "Teaching and Evaluation Suggestions" of the Geography Curriculum Standards for Ordinary Senior High Schools(2017 Edition,revised in 2020),it is pointed out that "attention should be paid to problem-based teaching".How to carry out problem-based teaching effectively? How to cultivate innovative talents for social needs through problem-based teaching?Taking geography as an example,this study explores the design and implementation scheme of senior high school geography problem-based teaching based on deep learning,in order to provide reference for front-line teachers to effectively carry out problem-based teaching,and provide geography cases to enrich the theory and practice of problem-based teaching and deep learning.The relevant theories of problem-solving teaching and deep learning are sorted out to lay a theoretical foundation for the research.A survey of geography teachers in some senior high schools in Beijing,Henan,Hubei and Sichuan provinces and students in different types of senior high schools in Guizhou was conducted to understand the implementation of problem-based teaching and analyze the demands of teachers and students towards problem-based teaching.Based on relevant research results,according to high school geography curriculum standards,combined with geography teaching materials and learning conditions,combined with regional characteristics,research on deep learning-based teaching design and implementation of high school geography is carried out to discuss design steps and implementation strategies.A class experiment was carried out among grade 2 students in Guiyang No.9Middle School to verify the implementation effect of typical cases.The research results show that teachers and students hold a positive attitude towards deep learning-based senior high school geography problem-based teaching,and teachers have a strong demand for in-depth learning-based theoretical training,typical teaching cases and teaching demonstration classes.The key to the effective implementation of deep learning-based high school geography problem teaching is to create real problem situation,construct high-quality problem chain,design problem inquiry form and carry out continuous evaluation.It is necessary and feasible to teach high school geography based on deep learning.It is concluded that deep learning-based geography problem-teaching in senior high school can effectively improve students' geography learning efficiency and help to cultivate students' problem-solving ability.However,deep learning based high school geography problem teaching has not aroused teachers' attention and concern;Students' ability to solve geographical problems affects the implementation effect;Teachers' ability to design and implement high school geography teaching based on deep learning needs to be improved.The evaluation index system of the implementation effect of high school geography teaching based on deep learning needs to be improved.In order to ensure the effective development of deep learning-based senior high school geography problem-based teaching,it is necessary to organize theoretical learning,construct training system,create teaching case base,promote teachers' attention and improve their design and implementation ability.It is necessary to design advanced lesson examples of problem-based teaching according to students' development level to improve students' problem-solving ability and promote the improvement of teaching implementation effect.It is necessary to build an evaluation system for the implementation effect of problem-based teaching to provide guidance for teachers to adjust their teaching behavior,provide operational evaluation for students to develop deep learning,promote the consistency of teaching evaluation,and promote the common growth of teachers and students.