Teaching Practical Research On Geography Core Concepts In Senior High School

The core concept of geography is the superordinate concept which can embody the geographical concept and the thought of geography subject in geography,and has a strong dominance and extensive explanatory power.The core concept of geography is not only the concrete embodiment of the geographical core literacy,but also the hub connecting the core literacy with the specific subject knowledge.The teaching of core concept emphasizes the leading role of the core concept,the relationship between the knowledge,and the cognitive development of students and the presentation of subject knowledge at different stages,which plays an important role in the cultivation of geographical core literacy.In the teaching process,the teacher not only pays attention to the relationship between theoretical knowledge and geographical facts,but also the relationship between the hierarchical structure of theoretical knowledge and its peers.And it can promote students' understanding,help students form knowledge structure of subjects,reduce rote memorization,and thus lighten the memory burden of learning.The core concept centered teaching emphasizes the organization and processing of teaching materials.Therefore,it is hoped that this research can provide guiding suggestions for the teachers of senior high school geography based on core concepts.The focus of this research is to explore the core concept of teaching,hoping to highlight the core concept teaching can enable students to effectively learn meaningful knowledge through the teaching research of the specific senior high school geography core concept and then make the classroom more efficient.It is found that the research on the core concept of geography in senior high school mainly lies in the definition and screening of the core concept,but the research on the teaching practice of the core concept is less.Therefore,on the basis of previous studies,this paper firstly summarizes eight core concepts of senior high school geography.Secondly,according to Bruner's cognitive-structure theory and information processing theory,as well as the research results of other disciplines in this field,the general steps of geography core concept teaching and several commonly used teaching strategies are worked out,which are the creation of teaching context,information finishing and concept diagrams.Then,takingthe teaching of the core concept of "region" as a case,this paper designs the teaching model of 5E by combing the relevant contents,choosing the theme and analyzing the learning level.Through classroom observation,student interview and teaching and research discussion,this paper evaluates the teaching of high school geography core concept from the two dimensions of teacher teaching and student study.It is concluded that the teaching strategy of senior high school geography core concept accords with the students' law of cognitive development.It can effectively help students to construct knowledge structure;the teaching strategy of core concept of geography in senior high school takes into account the needs of different students,which is helpful to stimulate students' interest in learning;the teaching strategy of core concept of high school geography can improve the comprehensive ability of students and guide students to choose suitable learning strategies.Finally,the teaching of the core concept of high school geography can be thought about from the teaching form,teaching content,and teaching evaluation.Through the teaching practice of the core concept of senior high school geography,we have a deeper understanding to the core concept of high school geography.Bruner's view,that learning is the process of learners' conscious and active construction of their own knowledge system but the teacher's guiding role is not ignored,is accepted.In the high school geography core concept teaching,the teacher is still the key factor.Students' learning is to construct the knowledge structure from the bottom up,while the teacher's teaching embodies the knowledge structure from the top to the bottom.Based on the teaching practice of the core concept of geography in senior high school,this study puts forward the following suggestions : make a clear recognition at the connotation and extension of the core concept of geography and the interrelation between the core concepts;analyze the students' learning level and establish the starting point of teaching activities;transform "basic understanding" of core conceptsinto "basic problems";combine optimally the teaching strategies.