Research On Current Situation And Teaching Strategies Of Senior School Student's Geographic Key Competences

As a new educational idea,Geographic Key Competences points out the direction for the deepening of curriculum reform in our country.Meanwhile,The cultivation of Geographic Key Competences needs to be implemented in all disciplines,which determines that geography curriculum reform should aim at cultivating students' geographical core accomplishment.Under this background,many geography education researchers in our country have probed into the connotation,constituent elements,stage level division and evaluation standard of geographical Geographic Key Competences,and gradually formed a complete system of geographical Geographic Key Competences.On this basis,the Ministry of Education of the state promulgated the "General high School Geography Curriculum Standard(2017 edition)",which has completed the process of sublimation from practice to theory.In order to make this educational theory guide the practice,we need to establish a scientific core literacy accomplishment survey and evaluation system,so as to continuously improve the path and method of core accomplishment.Based on the literature analysis,This paper reviews the research status of Geographic Key Competences both at home and abroad,and tries to establish the investigation and quantitative evaluation method of the middle school students 'Geographic Key Competences of geography,according to the concept of the connotation,frame structure and the consensus of evaluation theory.Taking Xinyang as an example,the study selected,twelve classes of senior three students from six senior high school which belong to city,county and town as the object of investigation.With the "Geography Curriculum Standard(2017 edition)" of the general high school set up in the course of the goal of the coordination of people's quality,comprehensive thinking quality.The four components of geographical Geographic Key Competences,such as regional cognitive attainment and geography practical ability accomplishment,are the survey evaluation index,design questionnaire and interview question,and use "Broom education goal grading theory" to classify senior high school students ' geography Geographic Key Competences level as the standard definition of quantitative evaluation and analysis.This paper makes use of the solo classification theory to establish the principle of questionnaire assignment,and assigns the questionnaire questions to the four Geographic Key Competences indexes of high school students.Using the SPSS23.0 statistic toolsystem,the quantitative analysis of the effective questionnaires was made,and the overall level of the Geographic Key Competences of the senior middle school students in the survey sample range was low,and there were differences in the Geographic Key Competences level of senior middle schools,such as gender,administrative grade,Grade stage and class level.The teacher's special interview,analyzed the problem and the cause of the difference in the Geographic Key Competences training of the senior middle school students in our country.In view of the problem,by applying the theory of Malos' s hierarchy of demands,the theory of Bandura's social learning and the theory of gardard's multiple intelligence,we put forward eight point targeted teaching improvement strategies.such as "change ideas,return to the essence of geography education","optimize the allocation of resources,realize the fair development of education","give consideration to individual differences and integrate various teaching methods."...