| The General High School Geography Curriculum Standards(2017 Edition Revised2020)is a guiding document for the teaching of geography at the high school level and is a reflection of the national requirements for the subject of geography in the context of the new era in terms of national quality enhancement as well as talent training,which clearly states that students should have the ability to explain the processes by which geographical things and phenomena occur,reflecting that knowledge of geographical processes is a key teaching element in high school geography.The abstract,spatio-temporal,dynamic and systematic nature of knowledge of natural geographical processes makes it difficult to teach and learn,while deep teaching aims to help students go beyond the passive acceptance of superficial symbolic knowledge and guide them to a deeper understanding of the essence of the kernel of knowledge and explore the logical dependent meanings behind it,which is of great significance to students’ learning in natural geographical processes and even other parts.This study adopts the method of literature analysis to analyse the connotation and characteristics of deep teaching and learning as well as the knowledge of natural geographic processes in senior secondary schools.On this basis,the characteristics of deep teaching and learning of natural geographic processes are analysed and summarised as follows: focus on students and the inquiry nature of teaching and learning process;focus on construction and the profundity of teaching and learning content;focus on understanding and the intuitiveness of content presentation;focus on Quality and development of the teaching effect.Based on the characteristics of deep teaching of natural geography process knowledge,questionnaires and interviews were used to investigate the current situation of teaching natural geography process in senior secondary schools for senior secondary students and senior secondary geography teachers respectively.The results show that the current teaching of natural geography processes in senior secondary schools mainly has the following problems: Students’ ability to understand and apply knowledge of natural geographical processes is poor;students’ learning methods need to be improved;teaching has an orientation towards knowledge and conclusions;the inquisitiveness of the teaching process needs to be improved;natural geographical processes need to be vividly and figuratively represented.Combined with the problems reflected by the survey,this paper proposes six strategies for the deep teaching of natural geography processes in senior secondary schools,namely: grasping the value guidelines of deep teaching and constructing in-depth objectives;paying attention to the perception of natural geography processes and creating profound situations;attaching importance to the understanding of natural geography processes and focusing on intuitive presentation;closely following the natural geography processes and focusing on logical pointing;focusing on the exploration of natural geography processes and guiding migration and application;and attaching importance to the generation of meaning of teaching contents and implementing comprehensive reflection.Taking the second section of chapter 2," Atmospheric heating processes" in Geography Compulsory 1 by the People’s Education Press(2019)as an example,this study conducted a teaching design,teaching practice and teaching evaluation analysis under the guidance of deep teaching strategies.The results show that,compared with the other class,the class with deep teaching have outstanding advantages in terms of students’ active response,activity participation and classroom practice,etc.The deep teaching strategies of natural geography process proposed in this study is effective and feasible,and can provide theoretical reference for the teaching of natural geography process in high school and the application of deep teaching in specific subjects. |
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