Research On The Theme-based Teaching Practice Of High School Geography From The Perspective Of Deep Learning

In 2018,the "General High School Geography Curriculum Standards(2017 Edition)" promulgated by the Ministry of Education proposed that teaching should pay attention to problem-based teaching(unit-based,project-based and theme-based teaching,etc.).With the continuous advancement of my country’s basic education curriculum reform,In order to change the mechanical memory and shallow understanding of knowledge in high school geography classrooms,fully implement the educational goals of Lide Shuren and develop the core literacy of the subject,classroom teaching needs to be transformed into deep learning.The presentation method of the college entrance examination questions also provides a reference for the teaching of geography,and advocates teachers to focus on the cultivation of students’ geographical thinking.Based on constructivist learning theory,multiple intelligences theory,SOLO classification theory and deep learning theory,systematic research work is carried out using literature research method,questionnaire survey method,empirical research method and classroom observation method.First,from the literature,we understand the interpretations of the characteristics,concepts and thematic teaching connotations of deep learning by different scholars,and define the connotations of deep learning and thematic teaching.Secondly,from the perspective of deep learning,it conducts an investigation on the current situation of thematic teaching of high school geography,and summarizes the problems of the current situation of thematic teaching of high school geography from the perspective of deep learning.Thirdly,according to the feedback from the questionnaire,the principle and process of the thematic teaching mode are proposed,and the method of teaching evaluation is selected.Finally,through the empirical research,the teaching results are tested,the teaching evaluation is carried out,the insufficiency of the theme-based teaching is reflected,and the relevant teaching suggestions are put forward.Through the questionnaire survey,it is found that the current integration of deep learning and topic-based teaching has the following problems:(1)Students agree with the topic-based teaching model and think it is helpful to their own learning;(2)Students have a high demand for the topic-based teaching model;The effect of deep learning in learning is very small,and there are still problems in topic-based teaching;(4)Most teachers have a shallow understanding of deep learning and topic-based teaching;The evaluation is single,and there is a lack of targeted training.Through literature research and questionnaire survey,it is proposed that thematic teaching design from the perspective of in-depth learning should follow the following four principles: the scientific nature of theme materials,the creativity of theme selection,the integrity of theme content,and the emphasis on classroom interaction.The implementation strategy of thematic teaching design from the perspective of deep learning is further proposed: formulating the theme,determining the theme,introducing the theme,deepening the theme,sublimating the theme and teaching evaluation.According to the thematic teaching design principles and implementation strategies from the perspective of in-depth learning,taking "revealing the composition and vertical stratification of the atmosphere" as an example,the design and implementation of the lesson examples have been carried out,and good teaching results have been achieved,which is the basis for the future theme-based teaching.Provides a reference paradigm.