The Study On The Teaching Practice Of Geography Core Literacy In Senior High School Under The Mode Of Flipping Classroom Teaching

With the continuous development of the national educational information,the exploration of the core literacy and mode of education in the theoretical circle is also deepening,and a great variety of theoretical and practical results have been obtained.However,from the point of view of teaching practice,influenced by the characteristics of subjects,examination system and other factors,part of education still chooses traditional teaching methods to organize teaching,which greatly affects students' enthusiasm and initiative in learning.Although the traditional way of education can achieve a good score,but can not effectively reflect the core quality of geography.Therefore,it is a deep problem that needs to be solved in the education field to seek the teaching mode suitable for cultivating the geography core accomplishment of senior high school students.After a great deal of practice,The effect of flipping classroom teaching is very remarkable,and it is well adapted and popularized because of its unique advantages.Based on the flipping classroom teaching mode,this paper organizes the teaching design and teaching practice,and establishes the relationship between the geographical core literacy and the flipping classroom around the cultivation of geographical core literacy.First of all,reading and sorting out the domestic and foreign theoretical literature,defining the geographical core literacy and the concept and connotation of flipping classroom.This study is based on constructivism learning theory,autonomous learning theory,recent development area theory and humanism theory.Secondly,two classes in the first grade of senior high school are chosen as the research object.The difference in the basic learning between the two classes is relatively small.The experimental class is organized in the way of flipping classroom,while the control class is taught in the normal way.It is mainly to analyze whether flipping classroom mode can cultivate students' geographical literacy and promote the steady improvement of academic achievement.In the process of applying the flipping classroom teaching mode,we must integrate the geographical core literacy into the three links of pre-class preparation,classroom teaching,after-class reflection and evaluation,and conduct two tests on the two classes.It is divided into pre-test and post-test.Thirdly,by carrying out an investigation in the experimental class,the behavior of the students is investigated.Degree,cognition and specific training effect.Finally,according to the data of the control class and the experimental class,the results of investigation and classroom evaluation are analyzed comprehensively.The experimental results show that the teaching mode of flipping class not only has a good effect on the improvement of students' achievement,but also has a good effect on the students' performance.And in the students' thinking quality,autonomous learning ability and thinking ability also has the good promotion effect.Especially in terms of judgment and logical thinking ability,taking "problem solving" as a traction is conducive to the better integration of students,stimulate students' interest in learning,promote their active exploration and exchange,and cultivate students' analysis.Comprehensive thinking and regional cognitive ability to solve geographical problems.Therefore,flip classroom mode anticulture Raising students' geographical core literacy has a good effect,and provides some experience for the follow-up study of geography teaching mode in senior high schools.