Features Analysis Of The Problem Situation In Exemplary Geography Lessons In Senior High School

In order to implement the fundamental tasks of Morality Education,the "General High School Geography Curriculum Standards(2017 Edition)" proposes that the core geography literacy of students in the high school geography curriculum should be cultivated,and it is clearly proposed that the teaching should be carried out in specific situations.This study takes“thermal circulation” as an example,and selects the classroom records of high-quality courses from 2014 to 2019 from the National Education Resources Public Service Platform as research samples.It adopts observation method,comparative research method,and content analysis method to observe the records by constructing the characteristics of the problem situation.The table is used for statistics and analysis,and aims to summarize the situation characteristics of high school geography quality classroom problems from the three dimensions of situation,problem,and core literacy orientation,so as to provide a reference for optimizing geography classroom teaching and constructing geography quality classrooms.Research conclusions include:From three dimensions: context,problem and core literacy orientation,it summarizes the characteristics of high school geography quality classroom problem situation.In the 16 recorded classroom records,the teacher designed and used 70 situations.From the perspective of scenes,there are various types of scenes,mainly life-style scenes,followed by practice and story-like scenes;there are various ways of presenting scenes,different types of scenes tend to be different,and the most are text + pictures,followed by practice Render.From the point of view of the problem,there are a large number of problems,mainly based on the level of analysis.From the perspective of core literacy orientation,it mainly points to the cultivation of geographic practical ability.From the comprehensive analysis of the content of the problem situation,there is a logical relationship between the situation and the problem.When the concrete rises to the abstract stage,the phenomenon is explored through the context to explore the reasons,summarize the laws,and make judgments.Students explain the reasons,propose measures,andmake judgments;for different knowledge points,the situations created and their presentation and the level of questions raised are quite different.As a result,it brings some enlightenment to the first-line geography classroom teaching.In geography classroom teaching,teachers should increase the awareness of creating problem situations and guide students through the creation of problem situations;enrich the types of problem situations;choose appropriate presentation methods;and control the number and time of classroom problem situations.Set more analysis and application-level questions;pay attention to control the difficulty of the questions and grasp the number of questions;more complex problem scenarios can set up a problem chain to guide students to think from the shallow to the deep.For different learning content,choose the corresponding core literacy as the guide.To create problem situations for teaching,we should continue to innovate,expand various channels,collect materials related to geography,create more attractive problem situations,stimulate students' interest in learning,and guide students to explore problems in a relaxed and interesting atmosphere,and then improve Students' geographic core literacy.