A Study On The "Problem-Research" Module In The Geography Teaching Material Of Senior High School

Each chapter in PEP Geography textbooks for high schools set “problem-research” module, which is a feature of new curriculum reform of the high school geography and the difficulty in the high school geography teaching. The study on “problem-research” Module in high school geography is necessary. As a kind of new curriculum, “problem-research” Module enters into the high school geography teaching, bearing the weight of the concept of new curriculum reform, and at the same time the implement of it has the very vital significance to carrying out the spirit of new curriculum reform, expanding the achievements and influence of the new curriculum, changing teachers’ ideas and the all-round development of students.Based on the existing research results this thesis summarizes the current research situation on this subject at home and abroad and the deficiencies, and determines the research background and research ideas of this thesis after the collection of the relevant literature of “problem-research”. At first related meaning about the “problem-research” section of high school geography teaching is simply described, and based on the analysis the specific effect of carrying out the teaching is analyzed. In this paper, using literature method, observation method, interview method and questionnaire survey research methods through the questionnaire and interview outline the author conducts interviews and questionnaire survey to high school geography teachers and students and access to research data and information combining with the observation to the teaching and reflection of students. Based on the above work the author obtains the data statistical analysis adn carries out a preliminary investigation to understand the teaching status quo of “problem-research” section. Based on the analysis summary of the results, the preliminary discussion on a series of “problem-research” teaching countermeasures is made.Taking the teachers and students in three high schools in Shangqiu of Henan Province as the research objects this thesis understand the “problem-research” teaching present situation and summarizes some problems existing in the actual teaching process with the statistical analysis of survey data by random sampling questionnaire and interview to teachers and students. Its main content is that “problem-research” teaching is taken as the learning section which needs a lot of time while geography class is inadequate. Teachers do not fully realize the importance of “problem-research” in thinking and their own professional abilities are limited. In using teaching materials, they often copies materials lacking innovation and autonomy. Students are lacking in enough positive spirit and comprehensive practice ability to participate in “problem-research”. "Problem-research" Module is more utilitarian in the process of teaching evaluation of teachers and students. Some problems in the evaluation system is not sound.The author puts forward the corresponding solution of the problems in “problem-research” Module existing in the teaching. In teaching teachers can make flexible use of the class time in accordance with the actual conditions of a class and the students’ ability. Teachers need to agree on thought and attach importance to “problem-research” and through some academic exchange and participation in teaching and research activities they can improve their professional accomplishment. Changing from “teaching materials” to “using textbooks to teach” teachers make fully use of materials and elaborate design teaching to improve teaching efficiency. Students should shift their concept of learning to understand learning focuses on the experience of the process to improve their comprehensive quality. Realizing the diversification of evaluation standard and evaluation of main body is good to establish a scientific and effective teaching evaluation system. The implementation of effective teaching evaluation.At the end of the thesis, the author summarizes the research conclusion, the innovation points and its existing shortcomings. Innovation is to sum up the the problems of “problem-research” in the teaching, and put forward corresponding counter measures according to the actual situation of teachers and students, and one’s own teaching experience. The author hopes that the practice and reflection could make first- line geography teachers more deeply understand the importance and practicality of “problem-research” Module, which is good to effectively implement it in the actual teaching process and provide some guidance for the geography teaching.