地理深度教学是指教师创设适宜的教学情境，采用多样化的教学方法，引导学生

地理深度教学是指教师创设适宜的教学情境，采用多样化的教学方法，引导学生掌握基本的、逻辑的、系统的知识，能够在教学过程中运用、分析、评价和创新，在这一过程中培养学生的地理核心素质和主题情感，促进学生的全面发展。地理深度教学除了具有一般深度教学的特点外，还具有时空性、实践性、综合性和生活性的特点。地理深度教学可分为直接深度教学和间接深度教学两种基本形式。(2)通过调查分析，发现高中地理教学中存在的主要问题是: 学生依赖死记硬背、学生参与度低、学生情感脆弱等。教师教学中存在着课堂组织松散、教学内容缺乏实质性和丰富性、新老教师教学方法差异大、情感目标难以实现和评价等问题。造成这些问题的主要原因是: 知识深度不够、课堂地理特色缺失、课堂趣味性不强、教学硬件不能满足要求等。(3)教学设计应遵循逻辑性与系统性、过程性与开放性、情感性与发展性的原则，加强深度教学。教学设计策略主要包括: 挖掘隐性知识，丰富教学内容，激发学生的感官，提高学生的积极性，注重知识结构，提升知识结构，运用情境教学，激发学生的兴趣等。(4)地理深层教学的实施策略包括: 加强教学环境建设，处理好教师主导与学生主体的关系，预设与知识生成的关系，学生直接经验与间接经验的关系等。深入教学效果评价应从教学目标、教学内容与方法、学生活动和教学总结四个方面进行。(5)通过对同一课程教学案例的设计和对比实验，发现地理深度教学有利于提高学生的听力效率，掌握知识、技能和情感体验，对实现课程标准的“四维目标” ，培养地理核心素质，提高教学效果具有重要意义。

地理深度教学是指教师创设适宜的教学情境，采用多样化的教学方法，引导学生掌握基本的、逻辑的、系统的知识，能够在教学过程中运用、分析、评价和创新，在这一过程中培养学生的地理核心素质和主题情感，促进学生的全面发展。 地理深度教学除了具有一般深度教学的特点外，还具有时空性、实践性、综合性和生活性的特点。 地理深度教学可分为直接深度教学和间接深度教学两种基本形式。 (2)通过调查分析，发现高中地理教学中存在的主要问题是: 学生依赖死记硬背、学生参与度低、学生情感脆弱等。 教师教学中存在着课堂组织松散、教学内容缺乏实质性和丰富性、新老教师教学方法差异大、情感目标难以实现和评价等问题。 造成这些问题的主要原因是: 知识深度不够、课堂地理特色缺失、课堂趣味性不强、教学硬件不能满足要求等。 (3)教学设计应遵循逻辑性与系统性、过程性与开放性、情感性与发展性的原则，加强深度教学。 教学设计策略主要包括: 挖掘隐性知识，丰富教学内容，激发学生的感官，提高学生的积极性，注重知识结构，提升知识结构，运用情境教学，激发学生的兴趣等。 (4)地理深层教学的实施策略包括: 加强教学环境建设，处理好教师主导与学生主体的关系，预设与知识生成的关系，学生直接经验与间接经验的关系等。 深入教学效果评价应从教学目标、教学内容与方法、学生活动和教学总结四个方面进行。 (5)通过对同一课程教学案例的设计和对比实验，发现地理深度教学有利于提高学生的听力效率，掌握知识、技能和情感体验，对实现课程标准的“四维目标” ，培养地理核心素质，提高教学效果具有重要意义。

The deep teaching of geography refers to that teachers create suitable teaching situations, adopt diversified teaching methods, guide students to master basic, logical and systematic knowledge, be able to use, analyze, evaluate and innovate in the teaching process, cultivate students' core quality and theme emotion in this process, and promote students' all-round development. In addition to the characteristics of general depth teaching, geography depth teaching also has the characteristics of time and space, practicality, comprehensiveness and life. Geography depth teaching can be divided into two basic forms: direct depth teaching and indirect depth teaching（ 2) Through the investigation and analysis, it is found that the main problems in high school geography teaching are: students rely on rote learning, students' low participation, students' emotional vulnerability and so on. There are some problems in Teachers' teaching, such as loose classroom organization, lack of substantiality and richness of teaching content, great differences between new and old teachers' teaching methods, and difficulty in realizing and evaluating emotional goals. The main reasons for these problems are: lack of depth of knowledge, lack of classroom geographical characteristics, classroom interest is not strong, teaching hardware can not meet the requirements（ 3) Teaching design should follow the principles of logicality and systematicness, process and openness, emotion and development, and strengthen in-depth teaching. Teaching design strategies mainly include: Mining tacit knowledge, enriching teaching content, stimulating students' senses, improving students' enthusiasm, paying attention to knowledge structure, improving knowledge structure, using situational teaching, stimulating students' interest and so on（ 4) The implementation strategies of geography deep teaching include: strengthening the construction of teaching environment, dealing with the relationship between teachers' leading and students' main body, the relationship between presupposition and knowledge generation, the relationship between students' direct experience and indirect experience, etc. In depth teaching effect evaluation should be carried out from four aspects: teaching objectives, teaching contents and methods, student activities and teaching summary（ 5) Through the design and comparative experiment of teaching cases of the same course, it is found that the deep teaching of geography is conducive to improving students' listening efficiency, mastering knowledge, skills and emotional experience, realizing the "four-dimensional goal" of the course standard, cultivating the core quality of geography, and improving the teaching effect.<br>