Research On Teaching Strategies And Practice Of Using Learning Plan To Promote Deep Learning Of Geography In Junior High School

Deep learning,as an educational concept put forward under core literacy,is an important way to cultivate core literacy and build morality.As a learning text aimed at cultivating students’ core literacy,the learning plan is based on the student’s position.Starting from what students are expected to learn,it designs and demonstrates the process of "how to learn",which is an effective carrier for deep learning.But how can learning plans are designed and used to more effectively facilitate the implementation of deep learning? Therefore,this paper takes the learning plan as the starting point,through the investigation to find out the current situation of the deep learning of geography in junior high schools,combined with the relevant theories,it tries to propose some teaching strategies to promote the deep learning of geography in junior high schools based on the learning plans,and guide the junior high school geography education according to the proposed teaching strategies,in order to promote the occurrence of deep learning of geography in junior high schools.The research conclusions are as follows:(1)Taking the "Topography and Terrain" of the People’s Education Edition as an example,through natural observation in the classroom,it is concluded that the learning plan based on the proposed teaching strategy has the following five effects on promoting learning: pre-class preparation prepares students to better achieve their goals;learning activities,helping students to experience the process of knowledge construction;integrates curriculum ideology and politics into teaching,and integrates "emotion" into learning;through problem situations,it promotes the advancement of students’ thinking;guides students to reflect after school and promote peer learning.The above effects are highly consistent with the features of deep learning.(2)Taking the short-answer questions of the final exam as an example,through comparative analysis,the comprehensive thinking,regional cognition and man-land coordination concept of the experimental group after using the learning plan is significantly higher than that of the control group without the learning plan.(3)Through the student questionnaire survey,we can more comprehensively understand the following changes in students’ geography learning after using the learning plan: the interest in learning has been significantly improved,the concentration time in the classroom has increased,and the degree program is generally recognized;the relationship between teachers and students is more democratic,and students’ dominant position can be fully reflected;pre-class preview can better awaken students’ knowledge and experience,so that students can clearly "where";students are integrated into the geography classroom because of the academic case,and more deeply into the classroom because of the activities;learning ability to be improved,to realize the transfer and application of knowledge;to learn to self-reflect,let the learning "deep".(4)It has been proved through practice that the learning plan designed and used by using the proposed teaching strategy is feasible and effective in promoting the deep learning of geography in junior high schools.The specific performance is as follows: It helps to build a new type of teacher-student relationship,and provides a basis for the development of deep learning;pre-class preview,awakening the known,and providing basic conditions for the development of deep learning;learning in class,experiencing the process of knowledge formation,providing necessary conditions for in-depth learning;integrating into the course ideology and politics,ensuring the morality of teaching and cultivating people features.