Research On The Application Of High School Geography Living Situational Teaching Under The New Curriculum Standard

In 2018,the "General Senior High School Geography Curriculum Standard(2017 Edition)" was officially promulgated and implemented.The new introduction of the high school geography curriculum has put forward many new requirements for the high school geography teaching.In particular,the introduction of the four major geographic core literacy also puts forward more possibilities for the transformation of geography teaching methods.The new curriculum standard promotes the context of teaching and advocates learning the geography useful for life in real teaching situations.Geography life situational teaching can enable students to learn the geographical knowledge that is beneficial to life and lifelong development in real life situations,and can provide teachers with more effective teaching methods for the cultivation of students' core cultural literacy and the improvement of various geographical skills.Therefore,this paper carries out research on teaching practice based on the 17 th edition of the new high school curriculum curriculum.Based on the analysis of the basic connotation and theory of geography life teaching and geography life situation teaching,this paper conducts a survey on the status quo of geography life situation teaching in high school,and applies it to the high school geography life situation teaching under the background of high school geography new curriculum standard.Based on the theoretical analysis and the classroom application process and classroom construction principles of geographical life situational teaching,the design and application of high school geography teaching practice cases were carried out.The main research results are as follows:(1)Attempts to propose a situational creation method based on the teaching of geographical life situation under the guidance of the new curriculum standard of high school geography.In the context of situation creation,we can rely on “case design”,“role play”,“problem situation”,“geographic practice activities”,“information technology” to create geography-living learning situations,so that students can live ina dynamic life.Grasp the geographical knowledge in the situation,develop geographical thinking,and form geographical skills.(2)Constructing a classroom application process for geography of life situational teaching.Under the guidance of the theory of geographical life situational teaching,the results of questionnaire survey based on the status quo of geographical life situational teaching are from “new class introduction,situation introduction”,“new class professor,situational development”,“consolidation practice,situational transformation”,The four aspects of homework assignment and situational return have carried out the process analysis of the application of geographical life situational teaching in the classroom,which provides a more operational theoretical guidance for teachers to use the geographical life situational teaching method in the teaching.(3)Analyze the feasibility of cultivating students' four core geographic literacy through geographical life situational teaching.Through research,it is found that the formation of each core literacy of students can be realized through the teaching of geographical life situation.(4)Attempts to propose the five major classroom construction principles for geography of life situational teaching.In daily teaching,teachers can carry out classroom construction of geographical life situational teaching with the principles of“integrity”,“richness”,“complexity”,“discipline” and “targetedness”,and play a role in geographical life.The effectiveness of situational teaching.(5)Based on the application process of geography life situational teaching and the principle of classroom construction,the teaching case design of the high school geography “water cycle” and “natural geographical environment difference” teaching modules applicable to this teaching method is carried out,and Through practice and reflection on after-school teaching,it is found that geography of life situational teaching can promote students' interest in geography learning,promote students' understanding of abstract knowledge,and produce good teaching results.