Research On The Micro-Project Design Of Geography Review In The New College Entrance Examination From The Perspective Of Deep Learning

In order to conform to the national talent development plan and with the deepening of the reform of the new college entrance examination,the college entrance examination of geography discipline focuses on the geographical thinking and discipline accomplishment of students through complex and real test situations.The traditional review method cannot meet the ability requirements of the new college entrance examination,so it is significant to strengthen the current situation investigation and design strategy research of micro-topic review form.In the theoretical sense,by optimizing the design strategy and implementation strategy of geography review micro topic to enrich the theoretical system of micro topic research,and in the practical level to clarify the current situation of geography teachers in senior three using geography micro topic review,it is conducive to promoting the professional development of geography teachers.This paper summarizes the research status at home and abroad through literature research,defines the concepts of deep learning and geography review micro-topic,and combs the viewpoints of four theories involved in the research,namely deep learning,constructivism,situational cognition and SOLO classification.Then,through two investigation methods of teacher questionnaire and teacher interview,we understand the existing problems and causes of the use of geography micro-topic review by geography teachers in senior three.According to the previous literature research and the current situation investigation,the optimization strategy of micro-topic design for the new college entrance examination geography review is put forward from the perspective of deep learning.The first part includes four design principles: class sample position,student main body,real topic focus and learning progression.The second part designs micro-topics from six aspects of knowledge reorganization,in-depth exploration of test points,category induction,variant training,real situation and subject thinking.The third part promotes the effective implementation of the micro-topic of new college entrance examination geography review from the perspective of deep learning through the five forms of guide plan,modern educational technology,mind map,case situation and lesson preparation group.Based on the knowledge reorganization content,this paper selects the design micro-topic "Sand",presents the design scheme,and takes two geography classes of senior three in Chang Jun Ban Ma Hu High School of Changsha City as the test objects to conduct practical research on the micro-topic "Sand".According to the SOLO classification theory,before the teaching practice of the micro-topic "Sand",the score scale of 2020 national Volume III,Question 37(1)was selected,and after the teaching practice of the micro-topic "Sand",the score scale of 2021 National Volume A,Question37(2)was selected.The paper assessment method was used to obtain the answer level of the students in the two geography classes before and after the teaching practice of the micro topic "Sand".Through comparative analysis of the data,it was found that the answer level and geographical thinking ability of the students had been significantly improved,which proved that the review of the micro topic of geography was conducive to promoting the in-depth learning of students.