Research On The Questioning Of Geography Classroom Teaching In Senior Middle School Based On Geographical Core

In the document of the Ministry of Education,it put "formulate the system and the development of core literacy education quality standards" as the main part of the curriculum reform,each subject should define the periods and interdisciplinary education goals and tasks based on students’ development.As one of the important means of teaching activities, classroom questioning is the most common communicating way between teachers and students.It plays a considerable role in training students’ core geographic literacy.Based on the related theory of educational psychology and geography basic theory,this paper used the high school geography teachers classroom questions in the high school geography class video and the design of the high school geography class as the research object to research the high school geography teachers classroom questioning’s influence in cultivating students’ core geographic literacy.First of all, this paper use the form of case analysis,I selected a lot of high school geography class video and teaching design,pick the geography teachers classroom questions out.By making evaluation questionnaire,statistic the questions in these cases about core geographic literacy,which is comprehensive thinking ability,regional comprehensive thinking ability,geographic practices and ideas in the situation of population and land,the performance of the three aspects which are situation,difficulty of dimension. And put forward the high school geography classroom questioning in promoting the core geographic literacy of students a few questions:(1)The comprehensive factors in classroom questioning is less than comprehensive and local comprehensive space and time(2)Classroom questioning in training the students ways of knowing regions is more than questions about cultivating regional concepts(3)The cultivation of the concept of population and land is not enough(4)The cultivation of geography practice ability in classroom questioning is not enough(5)Classroom questioning of the knowledge is more than questions of the cultivation of the core geographic literacy(6)The real situation in classroom question is not enough.Finally aiming at the problems in the above, this paper gives some strategies for improvement as follows:(1) Promote comprehensive difficulty of classroom questioning, strengthen the training of time and space integration and regional comprehensive ability(2) Excavate the emotional attitude and values implied in supplementary teaching materials content of questions(3)By questioning in geographical experiments and geographical explorations making up for the lack of practical ability(4) Based on the basic geography theory designing the geography classroom questions(5)Contact with real life and the current event hot spot, establishing situations to ask questions.