Practical Study On The Teaching Mode Of Geography Guidance In Senior High School

The curriculum standard of senior high school geography--2017 revision emphasizes that the cultivation of the core quality of geography requires teachers to try to use more question-based teaching on the basis of inheriting the advantages of traditional teaching.Problem-based teaching is with "problem" to integrate learning content related to the way of teaching,with "problems" and "problem solving" for the message,in the teaching process to solve the problem,the teacher should guide students to use the thinking way of geography,to establish the knowledge structure associated with "problems" and to be able to analyze problems clearly,to express their views properly.Teachers should pay attention to the problem-oriented teaching.In this background,this topic is based on the research status at home and abroad,using the survey methods(including questionnaires,interviews,class and so on),literature analysis,case law,the view of the present status of the high school geography classroom,to study the operating procedures and implementation strategy of problem-based learning case,empirical research and through the practice of education teaching cases.Through the investigation of the preparation and the usage of the guide case,it is found that the current situation of the guide case used in the high school geography class is as follows: 1.The guide case is composed of two main parts: the basic knowledge to fill in the blanks and exercises,the structure of a single content is simple,the problem of inspiration and internal logic is not strong,can be simply considered as a shortened version of the textbook.2.In the process of practice,the guided learning plan is only an optional part of teaching,sometimes it simply imitates the successful experience of other schools,without learning the essence,resulting the guided learning plan in an awkward position.3.Students' feedback to the guide case is that devaluation being greater than praise.Most students cannot find and solve problems from the guide case,nor can they improve their learning enthusiasm,questioning consciousness,innovation and practical ability through the guide case.In view of this situation,we put forward the following implementation strategies:(1)create a "ask" situation,so that students want to ask.(2)build a bridge of "asking" so that students can ask.(3)practice "ask" the fundamental,so that students do not ask in vain.Through the application of the teaching model of question-guided learning and the feedback of the questionnaire,the following research conclusions are drawn:(1)students' interest of learning geography and their grades increased sharply;(2)the number of students who found problems and put forward problems increased significantly;(3)the number and quality of problems discovered and raised by students increased significantly;(4)students have more ways to solve problems,and their thinking can be expanded;(5)students' questioning consciousness and innovation ability are developed.It can be seen that the teaching model of question-guided learning plan can be implemented in geography teaching and is effective and feasible in improving students' core qualities.The innovation of this research lies in the combination of question-guided learning plan teaching and high school geography teaching practice,aiming at the awkward status of the current guided learning plan in the daily teaching,formulating a set of effective implementation strategy,and putting it into practice in high school geography teaching.