Research On Application Of Problem-based Teaching In Geography Teaching Of Senior Middle School

With the constant deepening of curriculum reform and the comprehensive promotion of quality education,the classroom teaching in high school in China pays more attention to cultivating applied talents,focusing on cultivating students' problem awareness and ability to analyze and solve problems.In the implementation recommendations section of the newly revised high school geography curriculum standards,it is clearly pointed out that problem-based teaching should be emphasized and the inquiry-based teaching model centered on problem-solving has increasingly become the direction of classroom teaching reform in middle schools.The geography curriculum in high school emphasizes comprehensiveness and regionality,especially emphasizing the training on students' ability of logical thinking and problem analysis,which requires teachers to pay more attention to cultivating students' ability of problem inquiry and improving their ability to solve problems in geography classroom teaching in high school.The study found that the current geography teaching in high school is insufficient in cultivating students' problem awareness and their ability of problem finding and problem solving.Based on this study,it has become a topic worth studying that how to better apply problem-based teaching to geography classrooms in high school so as to improve students' problem awareness and inquiry ability.Under the guidance of problem teaching theory,constructivism theory,recent development zone theory and geography teaching theory,this paper,taking X High School,Qi County,Henan Province as research object,studies the application of problem-based teaching in geography teaching in high school using some research methods such as literature research method,questionnaire survey method,experimental method and interview method and other research methods,shows problems existing in the application of problem-based teaching in geography teaching in high school and puts forward the coping strategy aiming at the problems.What's more,this paper designs some problem-based teaching cases and verifies their effectiveness by teaching practice.In the end,the main conclusions are as follows:On one hand,the results based on student questionnaire survey prove that(I)In the actual high school geography teaching,most students have poor cognitive level and basic knowledge;(II)students lack the questioning spirit for textbooks and teachers and their critical thinking is poor;(III)students are short of the ability to find problems and raise them;(IV)the students are poor in solving problems and lack of determination to find out the problems.On the other hand,from the results of the teacher questionnaire survey,it is found that(I)most teachers know problem-based teaching but lack systematic understanding and cognition for it;(II)in the actual classroom,traditional teaching methods are used more frequently and teachers often adapt the method of self-answer so as to ignore the students' questions and answers;(III)The quality of questions designed by teachers in the classroom is low and most of them can be directly found in the textbooks,and the open-ended questions are less;(IV)when conditions permit,most teachers do not reject problem-based teaching and they are willing to try new teaching methods.In addition,the limitations of class hours and the attitude of the school to geography are also factors that influence the development of problem-based teaching.Under the full understanding of the problems existing in problem-based teaching in high school geography teaching,the following countermeasures are proposed:(I)Teachers,students,and education departments should be well prepared to implement the problem,and support the application of problem-based teaching in high school geography teaching from various aspects,such as: improving students' ability to find problems,teachers updating traditional concepts,and dare to try Problem-based teaching and education departments should support the implementation of problem-based teaching.(II)Optimize the setting of questions.For example,the setting of the questions should be interesting.The setting of the questions should be based on the situation.(III)Strengthen the cooperation of students and actively analyze the questions.(IV)To correctly guide students to class display and solve problems,such as: teachers change roles,guide students to participate in problem-based teaching,hone students' will,and enhance students' ability and determination to solve problems.(V)Encourage diversification.Evaluation method.In addition,problem-based teaching cases should be designed for the strategy,and problem-based teaching practice should be carried out to test its effectiveness.The innovation of this thesis lies in investigating and analyzing the status of geography problem-based teaching in high school and giving some optimization strategies for the status,as well as designing the high school geography problem-based teaching cases based on the new curriculum standards and carrying out practice test which thereby deepens the high school geography teachers' understanding of problem-based teaching and enriches the high school geography teaching methods.