The Analysis And Application Of "Problem Design" In PEP Edition Senior High School Geography Textbook

In senior high school geography teaching and learning, textbook remains to be important resource for students to acquire knowledge. The problems which can convey students knowledge in textbook are mainly "choice of knowledge","organization of knowledge" and "design of knowledge presentation ways".The ways of the content presentation in the textbooks profoundly affect students’learning styles. To be specific,"problems design" refers to the thought patterns by which students answer questions during learning process as well as their cognition process. Modern psychology holds the view that every thought starts with the problem. In order to promote the shift of students’learning style, textbooks have generally created problem situation and facilitated students’learning through "design problem".To learn and understand to transformation of "problem design" in new curriculum textbook is the foundation of deepening curriculum revolution and improving teaching efficiency.This study takes "designing problem" as the research subject.The author analyzes the transformation process of "designing problem" in three sets of senior high school geography textbooks of people’s education press since1990s, then in allusion to the insufficiency of the researches on current senior high school geography textbooks "designing problem", and on the basis of investigating the application of "designing problem", he conducts cognitive processing analysis on "designing problem" of2004people’s education press senior high school geography textbook (compulsory)"Geography I", redevelops "designing problem" based on cognitive process, designs the teaching cases applied in classroom teaching, and finally to examine the effects of teaching cases application. The conclusions of this study are listed as following:(1)The "problems design" present at the end of the chapters as well as penetrate in the text in senior high school geography textbooks. The presentation ways transform from singularity to variety. What’s more, the "problem design" assume part of teaching function. It indicates modern learning concept has paid attention to learning autonomy, learning cognition and knowledge construction which are meaningful learning components.(2) By classroom observation and using questionnaire, the author finds that although "problem design" is used frequently in daily teaching, students feel it difficult in general, and the effect on promoting students’learning is not so obvious.(3) The author analyzes the problem design based on the cognitive process of A Revision of Boom’s Taxonomy of Educational Objectives, which can help to improve the "problem design" in the textbook. The reason for why students feel the "problem design" too difficult lies in that the cognitive problems in textbook belong to the migration levels, students can not judge which cognitive processes they belong to.(4) By adapting the "problem design" in the textbook, changing their cognitive process and presenting them in the form of blank filling, the author applies the adapted problems in classroom teaching and obtains good teaching effect. The students also speak highly of the adapted problems.