Research On The Cultivation Of High School Students' Ability To Solve Geographical Probiems Based On Task-driven

The implementation of the new curriculum reform requires the cultivation of students' discipline core literacy,encouraging students to think independently and to explore each other,and to find and raise problems.It can be concluded that teachers should pay full attention to students' subjectivity in the process of teaching,so that students can voluntarily participate in classroom learning,so that students can actively discover problems rather than passively accept knowledge.Therefore,on the basis of inheriting the advantages of traditional teaching,teachers should try to teach with new teaching methods in order to cultivate students' ability to solve problems.This study mainly discusses the cultivation of senior high school students' geographical problem-solving ability based on task-driven teaching method.By consulting the literature at home and abroad,this paper makes a brief overview of the research status of task-driven and problem-solving ability,and clarifies its research direction on the basis of previous studies.In order to understand the geographical problem-solving ability of senior high school students,the geographical problem-solving ability of senior high school students is investigated by questionnaire survey and interview.Through the investigation,it is found that there are the following problems in the teaching of high school students' ability to solve geographical problems:(1)the difference of knowledge level is obvious;(2)the enthusiasm of learning is low;(3)the ability to find problems is weak;(4)the way of solving problems is not scientific;(5)the innovation is insufficient;(6)the development of students is restricted.In view of the low geography problem solving ability of senior high school students,this paper puts forward the teaching implementation of geography problem solving ability of senior high school students based on task.The task-driven teaching process mainly includes four aspects:design task-present task-implement task-evaluate task.Five problems that should be paid attention to in the implementation of task-driven teaching method are put forward:(1)the difficulty and ease should be moderate;(2)the level of the task should be strong;(3)the situation should be presented in time;(4)the solutions should be varied;(5)the scientific and reasonable evaluation,and taking the "process and geographical meaning of the water cycle" as an example,the task should be taken as an example.The driving teaching method is applied to the actual geography teaching.Based on the task-driven approach to the teaching of geography,to improve the ability of the high school students to solve the problem of the geography problem,the author puts forward the teaching strategies for the ability to solve the geography problem of high school students from six aspects:First,carefully design geography teaching tasks to meet the needs of different students;Second,create task situations to arouse the enthusiasm of students to learn geography;Third,through the analysis of tasks,improve students' ability to find geographical problems;Fourth,independent cooperation to explore and make reasonable decisions;Fifth,multiple evaluation to improve students' ability to solve geographical problems creatively;Sixth,summarize and reflect to promote the sustainable development of students.In order to test the application effect of task-driven teaching method,two parallel classes are selected as experimental class and control class,the task-driven teaching method is used in the experimental class,and the traditional teaching method is used in the control class.Under the same control of other variables,the two conducted a four-month teaching practice.Through the analysis of the results of the experimental class and the control class and the results of the questionnaire survey,the following conclusions are drawn:The geographical achievement of the experimental class is obviously higher than that of the control class;the enthusiasm of the students in the experimental class to solve geographical problems has been greatly improved;the way of dealing with geographical problems has become rationalized;and it has the quality of creatively solving geographical problems.By This can be seen that the task-driven teaching method to senior high school students' ability to solve geographical problems has a certain role in promoting.