Study On The Teaching Strategy Of Micro-Topic In The Geography Review Class Of Senior Three

With the continuous advancement of the new curriculum reform,the cultivation of students' core accomplishment has become the core of educational reform.The new curriculum reform of geography in senior high school especially emphasizes the need of cultivating and improving students' comprehensive ability,such as autonomous learning ability,cooperative inquiry ability and logical thinking ability.However,all kinds of ideas of the new curriculum reform have not been effectively implemented due to the pressure of college entrance examination,time constraints,and heavy tasks.In addition,the reform of the content of geography college entrance examination tends to "small incision,deep inquiry",and the knowledge points of the examination are fine,and the logic analysis and reasoning ability of students are more demanding.The micro-topic teaching,the point is small,the theme is clear,and the pertinence is stronger.This paper argues that,teaching with "micro-topic" can not only promote students' in-depth learning through the integration of relevant knowledge points,but also strengthen the cultivation of students' independent inquiry ability,innovative thinking ability and migration application ability.While improving the efficiency of review,it can also promote the improvement of the core literacy of students' geography.This article takes senior three students of Ping ding shan Experimental High School as the research object,and mainly adopts the questionnaire survey method,the interview investigation method,the experimental research method and the statistical analysis method,through the questionnaire survey of students and interviews with teachers,we can understand the problems of current geography review:Students lack initiative,study habits and methods in geography learning to be improved,insufficient attention to the cultivation of students' comprehensive ability in the review,and less application of micro-topic teaching.Based on this,the basic strategies of micro-topic teaching are proposed,including the selection of micro-topic,the selection of content,the implementation strategy and the precautions for micro-topic teaching,and taking the"common weather system" as an example,a specific micro-topic teaching design is carried out.Subsequently,empirical research is carried out through experimental teaching,and the degree of difference between the experimental class and the control class was tested by SPSS 21.0,which proved the effect of applying micro-thematic teaching.The experimental results show that the micro-topic teaching strategy in the geography review class of senior three can cultivate students' good study habits,improve students' ability to analyze and solve geographical problems,enhance students' core literacy,and improve students' geographical achievements.However,it is necessary to be fully prepared before adopting the micro-topic teaching strategy,and it must be targeted and hierarchical in teaching.