A Study On The Verbal Interaction In Geography Class From The Perspective Of Core Competencies

"Core Competencies" is leading the way in education,which is an educational concept.If the concept is to be transferred to practice,the reform of teaching is particularly important.From the perspective of the normalcy of teaching,speech acts account for about 80%of all teaching acts in class,and verbal interaction in class is the normalcy.In order to develop the students' "Core Competencies,of geography,it is necessary to optimize the verbal interaction in geography class.The study on the verbal interaction behavior in geography class is conducive to conforming to the trend of curriculum reform at home and abroad,responding to the demand of teaching transformation oriented by core literacy,and contributing to the professional development of teachers oriented by core literacy,so as to enrich the theoretical research on geography teaching and promote the reform of geography teaching practice.Through literature review,this study establishes the research topic of "A study on the verbal interaction in geography class from the perspective of Core Competencies",and clearly takes the construction of the analytical framework of verbal interaction in geography class oriented by core literacy and the proposal of optimization of verbal interaction in geography class as the research objective.Firstly,the author used literature research method and Delphi method to sort out the characteristics of speech interaction behavior in geography class directed by Core Competencies,and constructs an analytical framework of speech interaction behavior in geography class,which is used as the research tool of this study.Then,classroom observation method and data analysis method were used to analyze the selected cases,summarize the basic experience and basic problems in the case of verbal interaction,and put forward optimization Suggestions for the problems in the case.The main contents of this study mainly include the following four stages:The first stage:on the basis of literature review at home and abroad,this paper defines the concept of geographic classroom speech interaction behavior,differentiates the relationship between geographic classroom verbal interaction behavior and Core Competencies,and discusses the theoretical and methodological basis of this study.The second stage:on the basis of the research status,theories and methods at home and abroad,in-depth analysis of the characteristics of geographical classroom speech interaction behavior directed by the Core Competencies was conducted,and an analytical framework was constructed,which was used as the research tool of this study.The third stage:using the analytical framework of geography classroom verbal interaction,using the method of classroom observation and data analysis to analyze the selected cases,and summarize the basic experience and basic problems in the case of verbal interaction.There are some lessons to be learned from the classroom verbal interaction in the case:(1)problem-oriented,diverse interaction,prominent nature;(2)pay attention to life,attach importance to maps,and highlight literacy.However,there are also the following major problems in the case of classroom verbal interaction:(1)the interaction is not harmonious and the students' dominant position is ignored;(2)the interactive process is simple and lacks interactive inquiry;(3)the performance of interactive behavior literacy lacks coordination advancement.The fourth stage:according to the problems existing in geography classroom speech interaction behavior,this paper analyzes the reasons from the perspective of teachers.The main reasons for the problems are as follows:(1)being troubled by the defects of traditional evaluation system;(2)limited by teachers' teaching concept deviation;(3)limited by the gap in teachers' interactive skills.Then,aiming at the existing problems,this paper puts forward some Suggestions for optimizing the verbal interaction behavior in geography class:(1)highlight the students' main body and build a harmonious interactive relationship;(2)strengthen listening skills and promote interactive process inquiry;(3)define interactive goals and promote the advancement of literacy coordination.