Design And Implementation Of High School Geography Study Travel Based On Core Literacy Cultivation

The 2017 edition of the General High School Geography Curriculum Standard proposes a core core literacy.The cultivation of students' core literacy helps students to correctly view geographical things and phenomena,and promotes the solution of students' practical problems such as human society and environmental change and promoting sustainable development.Transform the knowledge of geography into action.The formation of geographic core literacy must be rooted in the real teaching situation,breaking the content of the teaching materials,the limitations of the classroom and the school,and extending and expanding to the social activities of the students.Different from regular classroom teaching,research travel provides a real teaching situation for students to conduct geography learning,creating an open geography teaching environment and atmosphere for teachers and students.Through active practice and personal experience,it is beneficial to the geographical core.Cultivation of literacy.Through the literature research method,the research process and research results of geographic core literacy and research travel are sorted out,and the status quo of high school geography research travel based on geographic core literacy training is learned through questionnaire survey and interview method,and the topic of geography research in Guiyang high school is studied.And study destinations,design and practice the typical case of Qingyan Ancient Town and Tianhetan High School Geography Study Travel;according to the current situation investigation and case practice,propose the process and implementation method of geographic research travel design,including the research theme: research theme Six key elements: content,research objectives,destinations and routes,organization and activities,and research preparation;methods of implementation include: pre-preparation and training,stimulating literacy to enhance demand;process guidance and inquiry,practicing literacy training methods;And summed up,consolidate the content of literacy development,and put forward the evaluation content and evaluation method of geography research travel from the pre-study travel period,the middle of the study tour,and the later stage of the study tour.The survey results show that the study tour in Guiyang is in the initial stage of exploration.Most students have not participated in the study tour,and the participation rate of students is low.There are fewer schools that have organized study tours.The initiative of middle school students in research travel needs to be improved.Students' procedural evaluation,summary and reflection are insufficient.At the same time,the teachers agreed that the study tour activities are conducive to the cultivation of students' core core literacy,but the exploration of the training perspective is not deep enough.In the design of geography study travel,the teacher said that there are great difficulties in the choice of research location and route,and the choice of research content,and there are resources in the actual design that are not clear in the content of the study,neglect the autonomy of the students,and the destination of the research activities.The excavation is not deep enough;the high school geography study tour in Guiyang is mainly based on the integration of disciplines.In some schools,it is organized in an independent discipline.Most of the research destinations are mainly Guiyang City research and travel bases,and the time is short.Inadequate procedural evaluation.The results of practice show that after the practice of geography research travel in Qingyan ancient town and Tianhetan high school,students have a strong interest in geography research travel,but the research ability needs to be improved;the students' interest in geography learning is improved,and the core literacy is improved to a certain extent.The willingness to participate in research travel is strong.