Research On The Effectiveness Of Problem-based Teaching Oriented To The Cultivation Of Geographical Core Literacy

In General Senior High School Geography Curriculum Standard(2017 Edition),the determination of geographical core literacy fully reflects the unique educational value of geography,and is also the fundamental way to strengthen moral education and cultivate people.How to implement the basic idea of the new curriculum standard and cultivate the students' geographical core literacy?One of curriculum implementation suggestions is "attaching importance to problem teaching" and promoting the development of students' core geographic literacy in the process of "discovering problems" and "solving problems".Question teaching has been introduced into primary and secondary school classrooms in China since the beginning of 21th century,but not enough emphasis is laid on it.Therefore,under the background of the new curriculum standard,research on the effectiveness of problem-based teaching oriented to the cultivation of geographical core literacy,will further guide the middle school geography classroom practice after the new curriculum reform.This paper starts with the combing of relevant domestic and foreign literature on"geographical core literacy","question-based teaching" and "effective teaching",and combines some existing problems in classroom teaching in China to realize the importance of "question-based teaching effectiveness analysis for geographical core literacy".The concept and relation of the "geographical core literacy" and the"problem-based teaching validity" are defined as the starting point,the classroom observation method and the work analysis method as the basic method,combining with the expert consultation,the classroom observation scale was developed.This scale is used to observe,diagnose and analyze the actual classroom and teachers' teaching design in senior high school.It is found that there are low efficiency problems in the implementation of question-based teaching in the cultivation of geographical core literacy,and corresponding teaching Suggestions are put forward.Therefore,this study has practical application value for improving the implementation of question-based teaching and cultivating advanced core literacy of geography.This paper is divided into six parts:Part one:introduction.It mainly sorts out the research background,research significance,research status of "core geographic literacy","question-based teaching" and"effective teaching" at home and abroad,and determines the basic program of research.Part two:basic theory.This paper defines the concepts and relationships of"geographic core literacy","question-based teaching" and "question-based teaching effectiveness",and determines the theoretical basis of this study,namely,geographic science theory,effective teaching theory,problem teaching theory,constructivist learning theory and multiple intelligent learning theory.Part three:basic methods.The basic tools for classroom observation method and work analysis method were constructed:the scale of effectiveness observation for the cultivation of geographical core literacy.The scale was based on the system of geographical core literacy elements,the general process of question-based teaching and the evaluation standard of effective teaching,and was finally developed through literature review and expert consultation.Part four:status qua analysis.An investigation is made on the current situation of question-based teaching for the cultivation of geographical core literacy.This part is one of the core contents of the paper.According to the research theme,the samples of classroom observation and work analysis are screened and determined,the validity observation scale is used for observation and diagnosis,and the results are analyzed quantitatively and qualitatively to propose advantages for reference and existing low efficiency problems.Part five:the suggestion of teaching.Aiming at the low efficiency of question-based teaching in the cultivation of geographical core literacy,three main teaching Suggestions are put forward.First,the problem discovery should be student-oriented,and the geographical situation should be rich.Secondly,the problem-solving process should be under the guidance of teachers,and the ways to improve the level of the four geographical core literacy are different.Third,the question-based teaching link must be complete,carries out the evaluation reflection and the transfer application link.Part six:conclusion and prospect.This paper summarizes the basic conclusions of this paper,the existing problems,as well as the question-based teaching and research on geographical core literacy expectations.