Research And Practice Of High School Geography Micro-topic Inquiry Teaching Based On Deep Learning

Under the background of the implementation of the new curriculum reform and the introduction of the new curriculum standards,deep learning has become the trend of deepening the curriculum reform in the era of core literacy,and the student-led deep learning classroom has been created by micro-theme inquiry teaching,which has become the teaching method that conforms to this educational reform background.First of all,based on constructivism theory,metacognition theory,situational cognition theory and learning pyramid theory,this paper uses literature research method to sort out the research status of deep learning and micro-thematic inquiry teaching at home and abroad,and defines the core concepts of deep learning and micro-thematic inquiry teaching.Secondly,questionnaire survey is used to investigate the application of micro-topic inquiry teaching in high school geography teachers.Thirdly,based on the general route of deep learning and the general link of micro-topic inquiry teaching,the route design of high school geography micro-topic inquiry teaching based on deep learning is proposed.There are five principles to follow,five basic processes,and five major strategies.There are five main strategies: one is to strengthen teaching theory research and improve teachers’ professional quality;Second,optimize education and teaching resources to reduce the pressure of resource integration;Third,give play to teachers’ guiding role and point to students’ thinking development;Fourth,design a variety of teaching activities to promote students’ in-depth experience;Fifth,improve the teaching evaluation mechanism,adjust and optimize the teaching process.Finally,the case analysis method and action research method are adopted to design and practice the teaching case of the lesson "Agricultural Location Factors and Their Changes",in order to provide teaching reference for front-line geography teachers.The practical results show that the scores of the experimental class are better than those of the control class,that is,the micro-topic inquiry teaching can promote the development of students’ higher-order thinking and improve their level of deep learning,especially in the aspects of learning strategies and thinking levels,which are specifically reflected in knowledge integration ability and critical thinking.