Study On The Determination And Implementation Of The "Difficulties In Teaching" In High School Geography

The newly promulgated "Ordinary High School Geography Curriculum Standards(2017 Edition)" requires geography teachers to cultivate students' core literacy of geography,namely,human-land coordination,comprehensive thinking,regional cognition and geographic practice.The teaching goal of high school geography is not only to train mechanical students who only recite the knowledge of geography,but also to cultivate students with core literacy of geography,with certain creativity,logical thinking ability,language expression ability and comprehensive analysis ability.Let students learn the geography of life and learn the geography useful for lifelong development.Therefore,teachers should clarify the teaching objectives in addition to let students master the core knowledge and skills,but also to ensure that students learn the process and methods and the cultivation of emotional attitudes and values,paying attention to the overall development of students.To enable students to learn the essence of knowledge points in a limited classroom teaching time,geography teachers are required to accurately grasp the "teaching difficulties" of the classroom.This paper aims to understand the status quo of the current high school geography teachers' determination and implementation of“teaching difficulties” through questionnaires,text analysis and classroom observations,and analyze the data to find that high school geography teachers are in the process of determining and implementing “teaching difficulties”.The existing problems,combined with the actual teaching experience and related literature,provide some targeted teaching strategies for high school geography teachers to solve key points and break through difficulties.The research in this paper is divided into four parts:The first part is an introduction.It mainly includes four parts of the paper,the research significance,the research methods and the domestic and international research review.The second part is the paving part of this article.It mainly provides a theoretical basis for the implementation analysis of high school geography "teaching difficulties",and defines the relevant concepts of high school geography teaching key points,difficulties,classroom observation and text analysis.The third part is the main part of this article.Firstly,the questionnaires were distributed to the high school geography teachers in Shanghai to understand the status quo of the current high school geography teachers to determine and implement the“teaching difficulties”.Then through text analysis,100 pieces of high school geography teachers in China were analyzed and studied.The high school geography teaching determines the actual situation of “teaching difficulties”;finally,through the classroom observation method,observes the two geography teaching records of“provincial excellence” title,and understands that the current high school geography teachers “teaching difficulties” in actual classroom teaching.The implementation of the situation and found some problems,and finally do the corresponding analysis.The fourth part is the effective teaching strategy of high school geography teachers to implement “teaching difficulties”.It mainly based on the previous survey data,text analysis and classroom observation analysis results,targeted to strengthen the consideration of "emotional attitude values",improve the teaching evaluation system,use the "learning activity list" to carry out teaching activities,improve students Participation,improve the geography professional knowledge level of geography teachers in high school and geography teaching skills.