Cultivation Research On The Geographical Core Literacy For High School Students By Flipped The Classroom

With the development of the educational informatization and the continuous deepening of the country’s curriculum reform,the Opinions on Deepening Curriculum Reform to Implement the Fundamental Tasks of Strengthening Moral Education and Cultivating People puts forward the key points of advancing curriculum reform,which is cultivating and developing the system of student core literacy.Therefore,it is a problem that needs to be solved urgently to find a suitable teaching model for cultivating the geographical core literacy of high school students.The flipped classroom is the most popular teaching mode in recent years.Its unique advantages have attracted many schools to carry out teaching practice and have achieved better teaching results.Focusing on the cultivation of geographical core literacy,this article uses flipped classrooms to carry out instructional design and teaching practice,and establishes the relationship between geographical core literacy and flipped the classroom.Provide guidance for first-line teachers to nurture the geographical core literacy of high school students.First of all,through the methods of reading relevant documents at home and abroad,we sort out the domestic and foreign research status of flipped classroom and core literacy,and define the concepts of flipped classrooms,core literacy,and geographical core literacy,constructivist learning theory,and mastering learning theories.The theory of the latest development zone and multiple intelligence theory are the theoretical basis of this study.On the basis of fully understanding geographical core literacy and comparing classrooms with traditional classrooms,this paper thoroughly analyzes the advantages of flipped classrooms in cultivating senior high school students’ core literacy.Secondly,two classes in the first grade were selected as the study objects of this study.The experimental class used flipped classrooms to carry out teaching,and the control classes conducted regular teaching.The purpose is to analyze whether flipped the classroom is conducive to cultivating the geographical core literacy of high school students.Before the start of the experiment,the results of the first geographical examination were selected as the pretest results of the experiment,and a survey questionnaire was designed to understand the status of the geographical core literacy of the experimental class.We use the flipped classroom pre-class preparation,classroom teaching,post-class reflection and evaluation,and integrate the cultivation of geographical core literacy into teaching.The results of the finalgeography exam were selected as post-test scores.Questionnaires were again distributed to the experimental class to investigate students’ attitudes toward flipped the classroom and the effects of the students’ geographical core literacy training.Finally,according to the results of two examinations and questionnaires before and after the experimental class and the control class,the statistical analysis shows that flipped the classroom can not only improve student achievement,but also can better cultivate the geographical core literacy of high school students.