A Study On Life-oriented Teaching Of Geography In Senior High School

The International Geographical Union has made several updates to the“International Charter for Geography Education”.The geography curriculum standards of China's general high school have also undergone several updates,and the emphasis on geography is becoming more and more important at home and abroad.After implementing the new college entrance examination policy,the status of high school geography has improved significantly.How to make students better learn the geographical knowledge that is useful for life becomes more important.Therefore,it is necessary to implement life-based geography teaching in the high school stage.This is not only conducive to cultivating the core cultural literacy of high school students,but also helps students adapt to social life and promote the lifelong development of students.The study uses Dewey's theory of “education is life” and Tao Xingzhi's theory of“life education” as the theoretical basis of educational,and uses the constructivism and situational learning theory as the theoretical basis of educational psychology.Using the three research methods of literature research,questionnaire survey and classroom observation,this study analyzes the research and implementation status of geography teaching in high school,and puts forward an effective strategy for implementing geography teaching in life.This study is mainly divided into six parts:Part I is the introduction,which mainly introduces the research background,research significance,research status at home and abroad and research method design of geography life-oriented teaching in high school.Part II mainly introduces the education theory and the theoretical basis of education psychology related to life-oriented teaching.Part III mainly investigates the current situation of geography teaching in high school and analyzes the problems existing in it.Part IV provides some suggestions for the implementation strategy of geography life-oriented teaching in high school.It includes four aspects: setting life-oriented teaching objectives,mining life-oriented teaching resources,organizing life-orientedteaching activities and optimizing teaching evaluation.Part V takes the "water cycle and its geographical significance" as an example to carry out life-oriented teaching design.Part VI is a summary,summarizing the conclusions of the study and the existing problems.