Function And Its Teaching Strategies Of The Problem-research In High School Geography

The New Geography Curriculum Reform has been carrying out more than ten years. As one of the symbolic achievements of the New Curriculum Reform, high school geography textbooks have been successively published and widely used around the country. For The New Geography Curriculum Reform attaches importance to the topic "the exploration of the geographical problems for the students" and the students are short of exploring spirit, so it is necessary to probe into the problems about foster students’ consciousness and abilities that concentrate on the item problem-research. This paper is based on the classification of type of problem-research and the key content is teaching of problem-research. And it synthetically analyzes by means of two ways that are classroom observation and questionnaire which is helpful to guide the teachers how to teach and the students how to study by exploring effective teaching strategies of problem-research and ultimately enhance students’exploring abilities and help them develop overall.Part one is an introduction, which mainly introduces the background of the item and the significance of the research, and points out its research direction via combing the research status at home and abroad. Meanwhile, this part introduces the research plans through four aspects that are research contents, research methods, technical routes and the innovation of the paper.Part two is about theoretical preparation. First of all, it defines the concept definition of the item problem-research. Afterwards, it concludes the teaching features of the item problem-research. At last, it discusses the theoretical foundation of the item" problem research" through foundation of geographic science, the theoretical foundation of the education, the foundation of educational psychology and the foundation of geography and teaching methods.Part three discusses classification of types and interpretation of the function. In order to cultivate students’core abilities and meet the demand, and according to the Full-Time High School Geography Curriculum Standards, this paper is divided the problem-research into four types. The four types are information collection, problem solving, exchange and introspection and concept cultivation. At the same time, this paper interprets the teaching function of problem-research for the four types, namely, the abilities of information processing, the abilities of decision-making of geography, consciousness of exchange and introspection and cultivation of environmental protection.Part four is about status analysis. By classroom observation and questionnaire, the teacher can understand the shortcomings of the general problem-research and the problem-research of the four types that exist during teaching process, which provide basis for the exploration of the teaching strategies.Part five is about the exploration of the teaching strategies. This part presents the teaching strategies of the general problem-research and the teaching strategies of the problem-research that are divided into four types. The four types are collection and sort-expanding information channels and valuing information integration; problem solving-experience decision-make process and encourage diversified methods; exchange and introspection-clearing division of tasks and develop introspection spirit; emphasize the emotional cultivate and refine the environmental initiatives.Part six is the summary of the basic conclusion, which points out the problems that exist during the process of research and thinks deeply for further research.