Research On Geographic Research Travel Based On Experience Learning

In recent years,with the improvement of people's living standards and the advancement of education reform in China,research travel has gradually become popular in the society,and has been supported by national policies.This year,the education department and other government departments jointly issued a series of documents to promote the development of research travel,which ushered in a critical period of development.Geography is one of the most suitable disciplines to carry out research travel because it has both natural and human attributes and accords with the value connotation of research travel.According to the results of the questionnaire survey,most of the current research tours tend to be formalized,and most teachers only scored one point(1-10 points)for the expected effect of the conventional research model,indicating that the research tours did not achieve the desired teaching effect.Experience learning is one of the most important learning methods in the 21 st century.There is an urgent need for experiential learning research in the practice of research Travel Geography in order to improve the teaching effect of research travel.Research travel,as a comprehensive practice of geography,is also an extension of experiential learning methods.The research on experiential learning methods applied to geography,such as role-playing,experimental and survey methods,is becoming more and more perfect,which provides a theoretical basis for the integration of research travel into geographical experiential learning system.The new geography curriculum reform in senior high school emphasizes that teaching should be student-centered,advocate students' inquiry learning and autonomous learning,pay attention to the cultivation of students' learning ability,and advocate the development of various geography practice activities in senior high school geography teaching.Taking research travel as a kind of geographical practice,it has the same theoretical basis and characteristics as experiential learning: practicality,interaction and subjectivity.Therefore,the study of experiential learning based on the practice of research travel geography not only conforms to the law of education,but also meets the requirements ofthe times for geography education.On the basis of summarizing the previous studies,I regard research travel as a kind of geographical practice,and analyze how students experience learning in the process of research travel.Taking Guilin as an example,this paper investigates and summarizes the current situation of geography experiential learning and the development of geography research travel among middle school students in Guilin and its surrounding counties,analyses how geography experiential learning is applied in research travel,sums up the role of experiential learning-based research travel in teaching,and implements the teaching mode and teaching design plan of geography experiential learning based on research travel.In the end,an empirical comparative study is carried out in senior high school teaching.The full text is divided into six parts:The first part is the introduction.Firstly,it summarizes the research background and significance of this topic;secondly,it analyses the research status of research travel and geographic experiential learning at home and abroad in detail;finally,it puts forward the research content,research objectives,research methods and research routes.The second part outlines geography research travel and geographic experience learning,defines the concepts of research travel,geographic practice of research travel,geographic practice and experiential learning.Through literature review,this paper analyses the theoretical basis of experiential learning,geographic practice and research travel,summarizes the correlation between geographic experience learning and research travel,and then puts forward the characteristics of geographic practice research travel based on experience learning.The third part takes Guilin No.19 Middle School as an example to analyze the development of geography experiential learning and research travel in the second grade of senior high school through questionnaire survey and interview.At the same time,it carries out questionnaire survey and interview to the front-line teachers of Geography in Guilin area,and deeply understands the current situation of Guilin's extracurricular practice of geography-research travel,and analyses the infiltration of students in the process of research travel.Experience learning status,summarize the problems existing in the current implementation of research travel,analyze the causes of the problems,put forward strategies with reference significance,and provide a reference case for geography teachers who have not yet tried the experience learning method of research travel.The fourth part,based on the survey and analysis of questionnaires,finds out the existing problems and reasons of experiential learning in carrying out research travel,and puts forward corresponding strategies from three levels: policy,school and teacher.In the fifth part,according to Cooper's experiential learning theory,the author designs aresearch travel mode based on geographical experiential learning.This paper elaborates the implementation stage based on the mode,and divides geographic research travel into five categories: natural scenery,scenic spots and historic sites,folk customs,well-known universities and science and technology.It analyses its characteristics and designs specific research cases,and carries out empirical analysis on natural scenery,scenic spots and historic sites and well-known universities' geographic research travel cases.The sixth part is the conclusion and prospect.The main conclusions of this study are summarized,and the innovations and shortcomings of this study are explained.