Research On The Problem Chain Design Of Geography Classroom Teaching In Senior High School

The study of teaching design has always been the focus of the study in geography education and teaching,classroom teaching is the most important way to realize the teaching goal,and a good teaching effect need to elaborate design teaching preparation before class,teaching design is scientific and effective directly about the classroom teaching target,systemic knowledge transfer and the cultivation of thinking,as a result,the teaching design by the broad masses of geography education teaching attaches great importance to.The promulgation of new high school geography curriculum standard further emphasizes that teaching methods need to keep pace with The Times,carry out reform,advocate question-based teaching,and cultivate students' core qualities and the ability to find and solve problems.As a very effective teaching method,problem teaching needs to be well organized and well designed.However,there are few theoretical and practical studies on the problem chain design in high school geography teaching.,therefore,the author through the analysis of a large number of literature,and the combination of teaching practice and classroom observation,chain to the question in the high school geography classroom teaching design,found problems in geography classroom teaching chain design has some problems,and in view of the problem put forward the optimization strategy,and combined with the new curriculum standard requirement to cultivate the students' comprehensive thinking put forward the general principles of the high school geography classroom teaching problem chain design.The first part of the introduction first from the trend of The Times,curriculum reform,geographical inquiry consciousness,the problems in geography classroom teaching problem chain design and the need to comprehensively deepen the reform of geography curriculum five aspects introduced the comprehensive thinking oriented high school geography classroom teaching problem chain design research background.Secondly,the purpose and significance of this study are briefly described.Then summarized the domestic and foreign about the synthesis thought and the question chain design research present situation.At last,the research ideas and methods of this topic are briefly introduced.In the second part,the basic theory and method of integrated thinking oriented problem chain design are introduced.Secondly,the definition of problem chain and geography classroom problem chain design is clarified.Then it introduces the theoretical basis of integrated thinking-oriented problem chain design in high school geography class.Finally,the enlightenment of educational theory on the design of integrated thinking-oriented geography classroom problem chain is discussed.In the third part,a comprehensive thinking-oriented observation and diagnosis scale of high school geography classroom problem chain is constructed through expert consultation,including the purpose,principle,basis and index system of the scale,providing a basis for classroom observation and diagnosis in chapter 4.In the fourth part,classroom observation and work analysis are carried out according to the classroom observation scale,and statistical data are recorded and analyzed.The problems and advantages in the design of high school geography classroom problem chain based on comprehensive thinking are analyzed.The design of the problem chain is very good in fitting the content of the textbook,but there are problems such as the lack of context,the lack of heuristics and the lack of hierarchy between the problems,the lack of comprehensiveness in the design of the problems and the lack of cultivation of the three aspects of comprehensive thinking.This chapter mainly points out the direction for the next chapter.The fifth part of the comprehensive thinking oriented high school geography classroom question chain design strategy,proposed the question chain design basis,the principle,the design process and the strategy.The design of the problem chain of high school geography class should be based on the understanding of geography subject,learning situation,curriculum standard and textbook content.In principle,the design should adhere to the principles of hierarchy,openness,context,innovation and life.In terms of the design process and strategy,the pre-class preparation should be carried out first,followed by the core problem chain design,and then the sub-problem chain design,and finally the problem chain design should be reflected and redesigned.This chapter mainly summarizes the methods from the theory,and finally,combined with the research of this paper,designs a design case of integrated thinking oriented high school geography teaching problem chain.The sixth part is the conclusion and prospect of this study.It summarizes the conclusion and shortcomings of this study and proposes the prospect of further exploration in the future.The conclusion is as follows:the problem chain design in geography classroom teaching is lack of hierarchy and inspiration,and the cultivation of comprehensive thinking quality is insufficient;The design of the problem chain of geography classroom in senior high school with comprehensive thinking can be based on cognitive development theory,theory of proximal development area,constructivism learning theory and other theories.The design of high school geography classroom problem chain based on comprehensive thinking should adhere to the principles of comprehensive thinking,hierarchy,openness,mobility and inspiration.The deficiencies are:the classroom observation scale needs to be further verified and improved;Classroom observation coverage is not wide enough;The paper puts forward the basis,principles and strategies for the design of the problem chain of geography classroom in senior high school with comprehensive thinking orientation,which needs to be further verified.