The Application Of PBL Model In High School Geography Teaching

To train a group of young people with vision and thinking is the main task of current education,and it is also the main problem faced by the current education.It is a problem that all educators need to consider how to make the students we need to become the talents needed in the future international competition and to make the Chinese nation stand forever in the forest of great power.The imparting knowledge is obviously not the true meaning of education.The task of students in high school is not only limited to acquiring knowledge,but also needs students to learn clearly through learning.It can cultivate students’ ability to study independently,cooperate and explore,enhance thinking and solve problems.Under the pressure of examination oriented education,traditional education is faced with pressure from all sides.After several reforms,traditional education has made great progress.However,it is undeniable that the students in traditional education lack the ability to find problems and think problems,so that students know it in the process of learning,but they do not know why.In view of the shortcomings,a new round of curriculum standards mentioned in the teaching and evaluation recommendations should pay attention to the learning of problems.PBL(Problem-based Learning,problem based learning or problem-based learning)is the teaching method of integrating related learning content with "problems",that is,"problem solving" as the key position.In the course of solving problems,teachers guide students to use geography thinking mode and establish knowledge structure related to "problems".Clear analysis of problems in tables and levels,and reasonable expression of their own views.Under the guidance of PBL mode,students can exert their subjective initiative as far as possible,cultivate their ability to study independently,cooperate and explore,the ability to search and integrate the problems and the spirit of innovation,so as to promote the students’ comprehensive ability.Therefore,the PBL model has a unique significance in training students’ creativity and improving the ability to solve problems.It also has a very important influence on basic education.It is also necessary to introduce the basic education to the basic education.Under the guidance of the group cooperation theory,the recent development zone theory and the constructivism theory,the paper adopts the literature analysis method,the questionnaire statistics method,the interview method,the education statistics method and the educational experiment method.By issuing380 questionnaires to two high school auspicious high school and Chinese foreign language high school in Kaifeng City auspicious sign area,380 copies were recovered and 375 valid questionnaires were valid,with an effective rate of 98.7%.At the same time,some of the teachers in the two schools are interviewed to understand their advantages and disadvantages of group cooperation,independent learning,and PBL model applied to geography class.Combining teaching design theory,problem-based learning characteristics,characteristics of high school students,high school geography curriculum standards,and high school geography teaching status.Select the third chapters of the high school geography education press to explore the PBL mode of high school geography.Through the investigation and analysis of the preview,interest,attitude and method of the students’ geography learning,we found the following problems in the implementation of the PBL model:(1)the pre class preview of the students is not very optimistic,most of the students preview the pre class knowledge to browse through the preview or even a little preview;(2)the group cooperative learning can not be put into practice.Through the analysis of the questionnaire,many students are not willing to carry out the classroom discussion,even if the discussion is carried out,there are many people dealing with them.Thirdly,influenced by the past teaching,the students are used to the role of "supporting role" and lack of the subjective consciousness.Interest,student participation is not high,the confusion of low efficiency in the classroom,these problems seriously hamper their geography learning,become their way of learning the road.In view of the students’ problems,through in-depth analysis of the classroom practice,in order to help the students to solve the corresponding problems,eliminate the "blocking tiger" of geography learning,and better implement the PBL teaching,the following strategies are put forward: 1.On the basis of learning knowledge,we should pay more attention to the improvement of ability;strengthen the students’ consciousness of "master" and improve students’ participation in class;4.The design of the problems should be reasonable.On the basis of teaching resources,the students’ knowledge level should be conformed to the students’ knowledge,and the students’ resonance will be aroused.All of these are urgently needed to be improved in geography class,and are also new requirements for geography teachers.The main innovation of this paper is to attach importance to the problem of the end of the chapter,to explore the role of the geography classroom,to start from the question of the end of the chapter,on the one hand,to train the students to analyze the problems,to solve the problems and to cooperate with the team,on the other hand,to help the students to improve the ability to solve the practical problems by using the knowledge they have learned.In today’s new curriculum reform,PBL is a good teaching method.Teaching around the problem can greatly improve students’ interest in geography learning,change students’ attitude to study geography,improve students’ ability to study independently,cooperate and explore,cultivate innovative consciousness,and change students at the same time.Learning mode and learning attitude are also of great importance.On the other hand,teachers also put forward higher requirements to promote their career development.