The Application Of "Problem Solving" Teaching Model In Senior High School Geography Teaching

"Problem solving" teaching model is widely attended and promoted under the era background of "ability education" and "student oriented" education in the21th century. It is a kind of teaching mode which takes the "problem" as the center and considers the "problem situation" as the breakthrough point, by leading students to self-discover, analyze and solve problems, to improve the students’consciousness of problem and the ability of problem solving.According to the current application status of "problem solving" teaching model in senior high school geography teaching, basing on reviewing the theory of this model, this paper tries to focusing on studying and guiding the application of this model in senior high school geography teaching. This paper is divided into eight chapters:First chapter:State the research background of "problem solving" teaching model from the background of the times, the international education trends, the concept of new curriculum reform, the development of teachers and students and the demand of the subject development. Summarize the present situation and problems of domestic and foreign research. Trace to the source and arrange the development process of "problem solving" teaching model since the20th century. Determine the direction of this research.Second chapter:By dividing several levels to define the meaning of "problem solving" teaching model, Pointing out the three characteristics of this model, and exploring the relationship between the "question teaching","problem solving" teaching and inquiry teaching, to help teachers to better understand and grasp the basic connotation of "problem solving" teaching model.Third chapter:On the basis of existing research, this part organized and improved the basic theory of "problem solving" teaching model to find theoretical support. The constructivism theory, the multiple intelligence theory, the zone of proximal development theory and geography teaching theory is the main theoretical foundation.Fourth chapter:Taking the general process of teaching for thinking, divided into teachers and students from two angles of view to construct the basic operation steps of "problem solving" teaching model. Then, divided into three stages by according the progress of problem solving, each stage is clearly shared the teachers and students’ tasks. At the same time, this part attached relevant examples of geography teaching by combining with the high school geography teaching. This is the emphasis and difficulty of this paper, and it is a practical guiding significance to the application of "problem solving" teaching model in senior high school geography teaching.Fifth chapter:By putting forward the suggestions of implementation from the scope of application, the role of teachers and students, the allocation and management of time and the evaluation standard, to explain that there a mature implementation of "problem solving" teaching model needs to consider many factors of teaching.Sixth chapter:By analyzing and summarizing the flow charts of teaching from the two provincial high school geography class teaching, to clarify the application of "problem solving" teaching model should be applied neatly for the "course" situation and the "students" conditions. This is another innovation point in this paper.Seventh chapter:In view of the special of senior high school geography teaching, the part points out some related issues which should be paid to attention when we apply of "problem solving" teaching model, so as to effectively guide this model.Eighth chapter:This part summarizes the basic conclusion of the whole research, and points out the detailed problems and new problems which need further research.Geography teaching in senior high school is a big stage for applying the "problem solving" teaching model. This paper will be more comprehensive and more concrete for guiding the geography teacher to use the "problem solving" teaching model neatly, and for improving the students’geography literacy and the effect of classroom teaching greatly by guiding the students to find, analyze and solve geographic problems independently.