Practical Exploration Of Experiential Teaching In High School Geography Teaching

At the beginning of 2016,China officially released the core literacy of ordinary high school subjects.The core literacy of geography disciplines includes four aspects: the concept of coordination between man and the environment,regional cognition,comprehensive thinking and the ability to practice geography.Geographical core literacy puts forward new requirements and challenges to high school geography teaching.In order to cultivate the students' core literacy,the experiential teaching practice is explored in the high school geography teaching.The experiential teaching follows the law of learning.Based on the experience and knowledge of students,it can deepen students 'understanding of knowledge and cultivate students' geography skills.In the implementation of experiential teaching,,to follow the situation,experience,emotional,subjectivity,guidance,evaluation of the five principles,teachers need to prepare in advance,write the script.In the implementation process,to create a reasonable teaching situation,to guide students to participate in person,to observe and summarize the practice of reflection,get the geographical knowledge and skills.On the basis of reading a large number of literatures,periodicals and books,this paper studies the theoretical basis of experiential teaching,puts forward the idea of high school geography experiential teaching,to provide a teaching reference for the implementation of experiential teaching for the first-line geography teachers in the implementation of experiential teaching in high school geography teaching.The full text is divided into seven parts:The first part mainly discusses the research background,the current situation of research at home and abroad,research methods,research difficult and innovative points and research significance.Research methods include literature analysis,interview,questionnaires,classroom observation and empirical methods.The research innovation point is based on Kolb's "experiential learning circle" theory,puts forward the implementation of experiential teaching,provides reference for the implementation of experiential teaching in the geography class,and provides the help of the experiential teaching for the high school geography front line teachers.The second part mainly defines the core concept of this paper and its theoretical basis.The core concept is the high school geography experiential teaching,refers to the high school geography education teaching process,according to the students' age characteristics and cognitive rules,combined with the knowledge of education and teaching theory,and actively create teaching situation,so that students in the personal participation and practical operation to build knowledge system,internalization of knowledge and skills,and a positive emotional experience of teaching activities.The main theoretical basis of the study is Dewey's "do middle school" theory,constructivism learning theory,Kolb's "experiential learning circle" theory.The third part is the investigation of the present situation of geography experiential teaching in high school.The survey method is the teacher interview method and the student pre-survey questionnaire.Teachers 'interviews are mainly about teachers' understanding of experiential teaching,the frequency of implementation,the attitudes and suggestions of teachers on experiential teaching.The main purpose of the student's pre-survey questionnaire is to understand the student's expectations and interest in geography,and whether the method used by teachers is consistent with the expectations and interests of the students.The fourth part mainly discusses the design of high school geography experiential teaching,including the preparation part,the design of experiential teaching,the teaching evaluation and the teaching reflection.Teaching preparation includes the identification of experience content and experience methods,integration of teaching resources.Experiential teaching mainly has four links,followed by the creation of the situation,to stimulate interest;participation in experience,reflection observation;abstract summary,emotional sublimation;learning to use,knowledge and practice.The fifth part is mainly the implementation strategy of high school geography experiential teaching,which mainly includes the combination of teacher-led and student subject in the teaching process,the reasonable creation of teaching situation,the appropriate choice of experience content,the students to carry out multiple evaluation.The sixth part is mainly the case study and the effect analysis of high school geography experiential teaching practice.Select "urban environmental problems" and "industrial location factors and industrial areas of contact" for teaching practice case study.The teaching effect analysis mainly adopts the two methods of student posterior survey questionnaire and student interview method.Student post-test questionnaires are mainly to understand students' attitudes towards experiential teaching and the changes that students learn through experiential teaching.Student interviews are mainly for a clear understanding of the changes in students' experience through experiential teaching and the reasons for their changes.The seventh part is the conclusion and the prospect.Summed up the main conclusions and shortcomings of this paper.