Research On Problem-based Geography Teaching In Senior High School From The Perspective Of Deep Learning

With the continuous promotion of the new curriculum reform,the goal of education and teaching has gradually shifted to literacy education.And Problem-based teaching is the teaching style advocated by the new curriculum standards of geography,which can improve students’ problem-solving ability.However,in actual teaching students are in the state of shallow learning for a long time.Deep learning,as a kind of activity that promotes higher-order development of thinking,can facilitate students’ leap from shallow to deep learning.Therefore,this paper aims to explore the problembased teaching strategies of high school geography under the perspective of deep learning,so as to improve the effect of problem-based teaching and promote students’ deep learning.This paper uses literature analysis,questionnaire survey,statistical analysis,case study method and expert interview method to study the problem-based teaching of high school geography in the context of deep learning.The current status of research on Problem-based teaching and Deep learning at home and abroad is analyzed.Constructivist theory,cognitive discovery learning theory,educational goal classification theory,and information processing learning theory are taken as the theoretical bases of the thesis research.The concepts and characteristics of Deep learning and Problem-based teaching are defined,and the relationship between them is clarified,and corresponding teaching strategies are proposed.The main research findings are as follows:Firstly,through a survey on the current situation of high school students and teachers,we found that students have weak motivation to learn,inappropriate learning methods,poor sense of cooperation,weak questioning ability,and insufficient selfreflection.Teachers have insufficient knowledge of the concept of Deep learning and limited ability to implement Problem-based teaching.Secondly,it is explained that the Problem-based teaching of high school geography under the perspective of Deep learning should follow five principles:subjectification of teaching objects,contextualization of teaching contents,hierarchy of problem setting,activity of teaching process,and visualization of teaching results.The teaching strategies are also proposed,namely: to create a deeper context to stimulate cognitive conflicts;to set up core problems to trigger thinking progression;to present problems in time to promote active construction;to diversify problem exploration to cultivate higher-order thinking;and to diversify teaching evaluation to realize migration.The steps of teaching implementation are designed as follows: full preparation,problematization of knowledge situations;gradient leading,deepening of students’ participation;summarization,extension and generation.It is concluded that problem-based teaching in high school geography from the perspective of deep learning can improve the effectiveness of students’ deep learning and teachers’ problem-based teaching.Finally,the teaching strategies proposed in this article will be integrated into the teaching cases "Comprehensive Management of Ecological Vulnerable Areas" and "Salinity of Seawater",and the experimental control method will be used for teaching implementation.It can be concluded that problem-based teaching in high school geography from the perspective of deep learning can improve the effectiveness of students’ deep learning and problem-based teaching.The above research methods are combined with the implementation of the actual teaching cases to conclude that problem-based teaching in high school geography in the context of Deep learning can cultivate students’ higher-order thinking,promote the occurrence of deep learning,enhance the effect of Problem-based teaching,improve students’ problem-solving ability and transferability,and implement the cultivation requirements of core literacy.