Action Research On Regional Geography Teaching In High School Based On "Problem Solving" Teaching Mode

With the promotion of the new round of curriculum reform,a great change has also taken place in the geography teaching field.The presentation of geographical core literacy has provided clear teaching objectives for teachers,and further pointed out the importance of ability training.For example,the regional cognitive literacy that reflects the regional characteristics of geography clearly points out that students should form a brief assessment of the status quo of the region and the ability of regional development.Therefore,the "problem solving" teaching mode focusing on the cultivation of students' abilities has attracted the attention and favor of scholars and teachers.The "problem solving" teaching mode pays attention to students' main role,emphasizes the status of "problems" in the course of teaching,makes students take problems as the center,and learns to use scientific and effective methods and techniques to carry out active analysis and research on the problems and realize their knowledge in the field of students' independent thinking or cooperation.Through consulting the literature,the author has learned the current situation and characteristics of the "problem solving" teaching mode,and summed up the general links of the "problem solving" teaching mode.In addition,constructivist learning theory,situated cognition theory and the theory of Proximal Development Zone provide strong theoretical support for the "problem solving" teaching mode.According to the regional,comprehensive and dynamic characteristics of regional geography,I believe that the "problem solving" teaching model and the high school regional geography teaching together,can realize the training of students' learning ability,and can effectively improve the students' regional geographical learning performance.On this basis,the author constructs a "problem solving" teaching model suitable for regional geography teaching in high school,and takes the students of class two 85 of the senior middle school in Linxian County high school as theresearch object for fifteen weeks of action research.The action study was carried out in two rounds.After the first round of action research,the author found that the students' enthusiasm for solving the problem has been obviously improved,but the academic achievement is still at a low level.In view of this phenomenon,I actively adjust the teaching means,join the group competition activities in the course of teaching,and stimulate students' thinking through competition to make more students participate more effectively in the classroom activities.After the second round of action research,students' initiative and academic achievements in solving problems have improved significantly compared with the first round of action research.After fifteen weeks of action research,the validity of the "problem solving" teaching model in high school geography teaching is affirmed,and the following conclusions are drawn: the high school geography teaching based on "problem solving" teaching model can attract students to participate in the problem solving actively;based on the "problem solving" Teaching model The regional geography teaching of high school has effectively improved students' regional geography achievement.