The Cultivation Of Junior High School Students' Geography Core Literacy Based On Problem Teaching

The social environment in which contemporary middle school students live is more colorful than ever before,a huge amount of knowledge,wide range of sources of information,the social environment changes rapidly.In this environment,educational thoughts have also changed,people pay more attention to the humane care of students,focus on training people with innovative thinking and practical ability,embody the students' subjectivity and focus on student's individual differences.Problem Teaching is through the guidance of teachers,so that students can find problems through a variety of channels to analyze the problem,the final solution to the problem.This process not only allows students to acquire knowledge,but also enhance their ability to help students develop their core qualifications.In addition,Problem Teaching can make teachers more accurately position themselves,that is,from "stage" to‘behind the scenes',combined with the students' recent development zone elaborate design problems,guide students to stratify,and then solve the problem,so as to achieve effective teaching.Meanwhile,the application of problem teaching in junior high school geography teaching also extends the field of research for front-line teachers and is an important way to improve teachers' professional ability and research capacity.In order to raise the core literacy of junior high school students through problem teaching,and provide practical reference for teachers to improve teaching accomplishment,I use Piaget cognitive development theory,Vygotsky cognitive development theory,Gardner multivariate theory of intelligence as a theoretical basis,using the literature analysis,content analysis,case analysis and other research methods,In-depth analysis of problem teaching and geography core literacy,the types and contents of geographical core literacy of junior middle school students are put forward,and compared the problem teaching with the traditional teaching mode,andsummarizes the characteristics of traditional teaching mode and its influence on junior high school students' cultivation of geographical core qualities,and analyzes the value and significance of problem teaching to junior high school students' geographical core literacy training,then put forward the implementation steps and precautions of problem teaching,and on this basis provides specific teaching cases as reference.The author thinks the core geographical qualities that junior high school students need to possess include geographical knowledge(Earth and map,World Geography,China Geography,Rural geography),Geographical capabilities(map skills,geographic information processing capabilities,geographic expression capabilities,geographic operations capabilities),Geographical attitudes(patriotic emotions,global awareness,ideas based on local conditions,ideas for sustainable development).The traditional teaching model emphasizes the exertion of the leading role of teachers,ignoring the reflection of the student's dominant position,Emphasis on the memory of knowledge,ignoring the acquisition process of conclusions,paying attention to rational knowledge,ignoring emotional influence,attaching importance to the assessment of academic performance,ignoring the evaluation of learning process,this training mode has been unable to adapt to the needs of talents in the new era.The problem teaching is based on the problem,the study is exploratory,the student is the subject,the study is subjective,the teacher is the leader,the teaching is encouraging,and the course is both living and ideological.Therefore,the problem teaching effectively avoids some disadvantages of the traditional teaching,promotes the development of students' core literacy.The author believes that the main steps in teaching problems is Creating a situation-asking questions-analyzing problems-solving problems-feedbacking evaluation-learning to apply,through these processes to achieve "stimulating interest,learning knowledge,learning ways,learning to apply".Students can grasp the basics at the same time master the scientific learning methods to enhance the quality of geography.In the application of the problem teaching mode,pay attention: Firstly,the problem teaching is not a panacea,it has its scope of application,not all of the teaching content are unified with this model;Secondly,the problem teaching mode cannot be programmed,according to the actual situation flexible,cannot be mechanically;The third is that the teaching situation is the background of the student's learning.Throughout the entire learning process,it cannot be used as a teaching language.The fourth is to pay attention to all aspects of time allocation,analysis and problem solving can best reflect the students' subjectivity,it is necessary to allocate more time.In addition,teachers should leave more time for the students and cannot turn the classroom into their own "one word".Fifth,is to avoid asking questions for questions,so that students have to explore the value of exploring the value,not only the pursuit of class lively and wasting precious time;Sixth,the evaluation feedback should be pluralistic.The purpose of the evaluation is to pay more attention to the guidance and encouragement of the students.The evaluation can be both the learning process and the result.The evaluation method can be student self-evaluation,student mutual evaluation,work display evaluation,etc.Finally,the author summarizes three aspects of how to cultivate junior middle school students' core literacy through problem teaching: First,teachers should adapt to changes in the new role;The second is to strengthen the study in the relevant theoretical basis and professional knowledge;Third,the level of regulation in the classroom should continue to improve.