Research On The Teaching Method Of High School Geography Class Based On The Cultivation Of Problem Consciousness

Critical thinking and problem awareness are the basic abilities necessary for the innovation and expansion of concept awareness.They have been regarded as equally important as "reading" and "writing" learning abilities by the international education community,are valued and respected by western developed countries.Since the new century,with the deep implementation of the innovation driven development strategy and the continuous promotion of the construction of an innovative country,senior high school discipline education has begun to advocate the educational idea of "problem awareness".The 2017 edition of the general senior high school geography curriculum standard emphasizes that "developing students' problem awareness in teaching is an important way to reach the high school geography content standard",and respects the contention of different views and understandings of students,Vigorously advocate the thinking angle of seeking change and difference from many directions,and guide students to carry out all-round thinking innovation.However,in the teaching practice of geography teachers in senior high school,the cultivation of critical thinking still faces many difficulties.On the one hand,it is the ideological obstacle of cramming teaching,on the other hand,it is the value orientation barrier of pursuing the achievement of college entrance examination,which makes the teachers have the shortcomings of the ability of cultivating innovative thinking and the skills of methods.This is not only not conducive to the implementation of the requirements of the cultivation of the core quality of geography discipline,but also a discount to the goal of cultivating a new generation of students through geographical education.The "critical thinking movement" in the western world and the "American education goal Act 2000" have become the focus of promoting the development of problem consciousness and the reform of geography education,have promoted the cultivation of the ability to use problem consciousness in knowledge reasoning and problem solving in geography learning.The application of "problem-based" geography teaching mode,the establishment of equal teacher-student relationship,and the implementation of Socratic dialogue and discussion teaching strategy have achieved good practical results.It helps students overcome the psychological barrier of adopting problem consciousness and promotes students' independent thinking and questioning reflection.Under this premise,the paper selects the third chapter "water on the earth",which is a compulsory course with complete knowledge system,strong exploration and progressive layers,as the specific research content,and conducts exploratory learning and teaching activities through literature research,questionnaire survey,case study,etc.This paper analyzes the methods of cultivating problem consciousness in high school geography teaching,and explores the process framework,theoretical basis and specific ways of cultivating problem consciousness in geography teaching.The main conclusions of this paper are as follows:(1)the survey results show that: the current situation of the cultivation of the students' problem consciousness in senior high school geography teaching is not ideal,the teachers do not attach enough importance to the cultivation of the problem consciousness,the ability of their own problem consciousness is low,the methods and skills of penetrating the cultivation of the problem consciousness are lack,and the teaching ability of the cultivation of the problem consciousness is insufficient.(2)The results show that the problem awareness ability of senior high school students is relatively low,compared with the control class,the experimental class geography classroom atmosphere is active,the student participation is high,the relationship between teachers and students is close,the degree of cooperation is good,the questions raised in the classroom can be actively considered,the natural phenomenon can be found independently,the natural law can be explored,the interest in geography learning is improved,and the learning effect is good.(3)Through the questionnaire survey and teaching record analysis of the current situation of high school geography problem consciousness,we find that there are some deficiencies in the development and cultivation of problem consciousness in the process of high school geography teaching practice,which are mainly reflected in the understanding concept,behavior mode,classroom atmosphere and so on.(4)Combined with the problems existing in the cultivation of problem consciousness in senior high school geography teaching,according to the investigation of the current situation and the results of teaching practice,the specific strategies for the cultivation of problem consciousness are infused in the aspects of strengthening teachers' classroom skill training,creating a harmonious atmosphere,optimizing teaching methods,implementing multiple evaluation,exercise training,etc.In a word,the cultivation of critical thinking in geography education can not only implement the spirit of the new curriculum reform,but also mobilize the initiative and enthusiasm of students in a wider range.This kind of thinking concept can well adapt to the strong characteristics of rational logical thinking in geography teaching.It is close to life and has clear logic.It is helpful for teachers to optimize teaching design,update education concept,expand and extend students' thinking level,stimulate students' motivation and improve their ability to solve practical problems.Critical thinking teaching is also a challenge to geography teachers and even teachers of all disciplines in the first tier senior high school,which truly embodies the "teaching and learning together".