Research On Problem-based Teaching In Senior High School Based On Geographic Core Literacy

With the advent of the information age,the demand and requirement for talents in the world are getting higher and higher.In recent years,core literacy has become a hot topic in the field of education.Various disciplines have put forward many requirements and Countermeasures for talent cultivation around core literacy,and geography is no exception.On the basis of absorbing advanced educational ideas and concepts,China's geographic educators and learners carry out the fundamental task of moral education,revise curriculum standards,put forward that high school geography learning is to cultivate students' essential core geographic literacy,and emphasize the importance of problem-based teaching.Therefore,it is necessary to study the current situation of problem-based geography teaching in senior high school and the effect of cultivating core geographic literacy.It has positive significance for the change of geography teachers' teaching idea,the cultivation of students' geography core literacy and the application of high school geography problem-based teaching.Through questionnaire survey and case analysis,this paper studies the current situation of the problem-based teaching of Geography in Huangshi senior high school and the implementation effect of the cultivation of core geographic literacy.The results are as follows:Firstly,most geography teachers do not know enough about problem-based teaching and lack systematic learning of theoretical knowledge such as the role,characteristics and rules of problem-based teaching,the proportion of geography teachers who really grasp the law of problem-based teaching is only 24%.Secondly,the heavy teaching task and the pressure of entering school are the two main reasons why geography teachers do not carry out problem-based teaching,accounting for 86% and 57% respectively.Thirdly,the discussion and collective compilation of geography problems in teaching and research group can not play a guiding and driving role.Only 24% of teachers are under the guidance and influence of collective compilation problems.Most teachers are still facing problem-based teaching alone and lack of mutual communication and learning.As a result,the geographical problems in the teaching process are outdated naturally,and the problem repetition rate reaches 62%.Fourthly,in the process of teaching,the importance of geography practice is neglected.Only 24% of geography problems come from experiment and inquiry.However,more than 80% of the problems are presented by charts,multimedia and text materials,and there is no real participation of students in geography practice.Fifthly,teaching reflection has not really played a role,while only 5% of teachers' reflection and students' reflection are required.Most students think that they prefer the problem-based teaching of geography,accounting for 80%,but they do not have enough knowledge and participation in the problem-based teaching.Finally,66% of the students thought it was important to raise their hands to answer questions in class,but they did not really participate much.Only 5% of the students actively raised their hands to answer teachers' questions.65% of the students thought that the reason for not raising their hands was that they hadn't thought out how to answer well and their ability was insufficient.17% of the students thought that they were afraid of making mistakes and being laughed at by their classmates.It can be seen that the main reason that affects students' active participation in problem-based teaching is lack of problem awareness,coupled with the formation of classroom learning habits fearing ridicule and failure,which is the biggest obstacle in Chinese problem-based teaching classroom.In view of the problems in the problem-based teaching of Geography in senior high schools,the improvement strategies are put forward from the teacher level and the student level respectively.Teachers should strengthen theoretical study,participate in relevant training,and understand new research progress,so as to update teaching concepts;Timely integration of teaching content,reconstruction of learning units,active and thematic problem-based teaching;Strengthen mutual exchange and learning,construct geographical material bank,consciously bring into play the discussion of teaching and research groups in teaching,and the links with educational research institutions,scientific research institutes and universities,update the material bank,and promote the application of high school geography problem-based teaching;Optimizing the teaching mode,perfecting the evaluation and reflection system,giving students the opportunity to perform in the open teaching process,and comprehensively evaluating students' behavior are really conducive to the cultivation of students' core literacy.Students should increase their awareness of questions,enhance their self-confidence,actively participate in question-based teaching,change passive answers into active answers and actively ask,ask and discuss questions;Change the way of learning,gradually change the current situation of the problem and knowledge,theory disconnection,integrate the problem into the whole process of learning,develop the habit of finding and solving problems,and constantly improve the efficiency of solving problems.Finally,the paper shows the current situation of problem-based teaching through practical cases,and points out the improvement measures and schemes of problem-based teaching based on geographic core literacy in specific classroom,in order to provide reference for the reform of middle school geography teaching.