Study On Contents,Functions And Teaching Strategies Of The "Problem-research" Column In Senior High School Geography Textbooks Published By PEP

As senior high school geography textbooks published by PEP are widely used throughout the country, course reform emphasized the development of disciplinary literacy and comprehensive thinking ability, as well as the research of geography problem by students.The “problem-research” column in senior high school Geography Textbooks published by PEP play a vital role in the development of creativity and the capacities of problem-resolving, decision-making, and critical thinking. Researching “problem-research” column in senior high school Geography Textbooks published by PEP, starting with the categories division, combining the basic theory of pedagogic and Psychology, we studied the content of the column, and its educational function for the further step. Meanwhile, we researched the current pedagogical state of the column by questionnaires. Basing on the current circumstance and the categories of “problem-research”, we concluded the teaching strategies respectively. Conclusions are as following:First, the whole 16 “problem-research” columns in senior high school geography textbooks published by PEP could be divided into three parts: thinking-free, decision-making and critical thinking. The features of the columns are as following: obvious theme, rich materials, various processes, open-minded conclusions and concerning sustainable development, etc.Second, the “problem-research” column conveys basic pedagogical functions is achieving three-dimensional teaching target. Various types of “problem-research” columns also contribute to cultivating students with the abilities of creativity, resolving problems, making decisions and critical thinking.Third, however, we found that there are a few shortcomings exiting in the current “Problem-research” column pedagogic, by questionnaires. Focusing on these shortcomings, we provided with corresponding strategies: enhancing the pedagogical value of the columns; highlighting the principal status of students in the geography pedagogic; more and better introductions for students which are made by teachers; establishing the circumstance of self-learning.Fourth, according to the three different types of “Problem-research”, we not only provide concrete teaching strategies in the class, but also make some case analysis.