| In 2017,the Ministry of Education promulgated the "General High School Geography Curriculum Standards" based on the core literacy perspective,which clearly defined students' practical ability to solve real problems and use geography knowledge as one of the core literacy of high school geography courses.Under this background,with the continuous development of the new curriculum reform and the college entrance examination reform,the teaching of high school geography courses has gradually shifted from a focus on students 'test scores to a teaching implementation based on students' scientific basic literacy and geographic practice literacy..It can be seen from this that students can use the knowledge they have learned to analyze and solve practical problems in the study of high school geography courses,which has become an important goal of high school geography courses.The main purpose of this study is to take the students with learning difficulties as the main analysis object,explore the obstacles and influencing factors they encountered in the process of curriculum problem-solving ability development,so as to enhance their curriculum problem-solving ability in the high school geography discipline,further To achieve the goal of optimizing teaching.The research in this paper takes literature research,questionnaire survey,student interviews and teaching case analysis as the main research methods.In the research,first of all,through the method of literature research,the connotation and main characteristics of the problem-solving ability of students in the high school geography curriculum are clarified.Combine the questionnaire survey and in-depth interviews with students to explore the problems they encountered in the process of developing problem-solving skills and the reasons for the problems,so as to improve and think in the teaching implementation case,and eventually form a problem-solving ability to improve the learning difficulties of students Teaching plan and development strategy.After research,this article can draw the following conclusions:(1)The difficulties encountered by high school geography students in the practical ability to solve problems include two main obstacles.The first aspect is that they cannot be combined during the process of problem discovery.Realistic teaching accurately discovers problems;the second aspect is manifested in the process of solving problems,lacking the ability to mobilize own knowledge reserves to solve problems,and to reflect on the results of problem solving;(2)causing high school geography students The key factor for the problem-solving ability that cannot be improved is firstly the contradiction between students' theoretical knowledge and practical development.Most students cannot fully mobilize what they know and think in the practice process,and the thinking is relatively simple;second,for the problem-solving process There are also certain limitations to the learning method.In the process of problem solving,there are problems with a single way and limited ways,and it is impossible to effectively think and improve in cooperation and communication.In view of the above problems,this article believes that the key to improving the problem-solving ability of geography-stricken students in high school.First of all,teachers need to carry out effective teaching design for the teaching content in the teaching process,fully connect students' geographical knowledge learning with their real life,and guide students to use the knowledge they have learned to solve practical problems through the model of subject teaching and task teaching.,Or learning in a problem setting;secondly,teachers need to fully develop and develop students' independent inquiry ability,consciously guide and shape their practical approach to problem solving,and guide them to take an active posture in learning and actively collect courses Resources,actively carry out exchanges and cooperation,and achieve the development of personal abilities through a variety of methods. |
PDF Full Text Request