Research On Teaching Of Physical Geography Under The Guidance Of Core Ideas

In the rapidly developing globalized world,knowledge content is expanding d ay by day.Faced with increasingly complex social,political and economic relations,as citizens,they need to have conceptual thinking ability.Many countries,such as the United Kingdom,the United States and Ireland,have realized the importance of transc ending factual teaching,and have issued "concept-led" curriculum documents to change the current situation of traditional curriculum design centering on themes and facts.I n January 2018,a new round of curriculum standards was promulgated in China.In t he revised content and main changes,it was mentioned that "further selection of subje ct content,emphasis on the concept of subject as the core,so as to make the curricul um content structured." It can be seen that the trend of the new curriculum reform in China is also aimed at conceptual orientation and transcending facts.Western educati onal circles believe that the meanings of big idea,core idea and key concept are alm ost the same.Based on the existing research foundation,core concept is chosen as the research focus.Choosing physical geography teaching as the research object,using literature analysis and classroom observation,focusing on the three basic physical geography cyc le processes of "thermal circulation","water circulation" and "lithospheric material circ ulation",this paper chooses nine classes on the public service platform of national edu cation resources,and analyses classroom teaching from two perspectives of teachers' tea ching behavior and curriculum content arrangement.Problems in learning.Through the analysis and comparison of different teachers' classroom teaching behavior and curriculum content arrangement ideas,it is found that there are the following behaviors which are not conducive to the practice of core concept s:From the perspective of teachers' teaching behavior,there are some problems:first,in the aspect of language behavior in classroom teaching,the types of teachers' questions in classroom are mostly well-structured and less open;the chain of questions about a certain concept does not conform to the logic of discipline and cognition;an d teachers do not give students the opportunity to raise doubts and questions.Secondl y,in the aspect of teacher's guidance behavior,classroom inquiry activities are mostly activities and cases that teachers have set up,students can not experience the process of knowledge generation as scientists do;students' wrong answers or ideas are rejected or not corrected in time,and the analysis of the causes of errors is not deep enough.Third,in the classroom media means and behavior,the classroom mainly uses multi media courseware,neglecting the application of blackboard writing;demonstration expe riments are mostly conducted by teachers or play videos,students watch,students hav e fewer opportunities to operate by themselves;classroom students have less time to c ommunicate and discuss,students can not be set to explore new situations and discuss their original ideas;There is a lack of infiltration of methods and laws in the guidan ce behavior of the hall.From the perspective of teachers' curriculum content arrangement,the existing problems are as follows: 1.In the setting of curriculum objectives,the curriculum obj ectives focus on knowledge and skills;the setting of curriculum objectives is general and vague;and the setting of curriculum objectives deviates from the requirements of curriculum standards.Secondly,in the use of curriculum resources,the use of curricul um resources is explained around the theme and facts,focusing on the mastery of fact ual knowledge,not taking the basic concepts and principles as the center;the process of analyzing case resources and the process of using concepts to solve practical proble ms are not enough concerned about students' known experience and cognitive rules;and the application of curriculum resources is not highlighted.The logic of geography su bject in Ming Dynasty.Third,teachers pay less attention to interdisciplinary conceptsand students' pre-concepts in the logical relationship of scientific concepts interpretation;classroom teaching does not pay attention to the construction of conceptual system,a nd students do not form a conceptual schema about a certain knowledge.Fourthly,in the implementation of curriculum content,the implementation process of curriculum co ntent is not fully combined with students' cognitive rules,nor does it highlight the esse nce of scientific concepts.Finally,according to the problems found in classroom observation,further tea ching strategies are put forward which are beneficial to the practice of core concepts.First,from the perspective of teachers' teaching behavior,we should change the "themecentered" teaching concept and strengthen the training of "transcending facts";inquiry teaching activities should eliminate formalization and let students experience the proces s of inquiry;skillfully use concept maps to help students construct the concept map o f knowledge.Style: Respect students' cognitive rules,pay attention to students' known e xperience,and help students form personal understanding.Secondly,from the perspecti ve of curriculum content arrangement,the curriculum content should be centered on th e subject knowledge structure;the curriculum objectives should be specific and concep tual teaching should be paid attention to;and the "pyramid" teaching mode should be constructed to focus on the core concepts.At the same time,the author also put forward the impact of various subjecti ve and objective factors on the study,and put forward prospects.