Teaching Exploration And Practice Of High School Human Geography Based On The Cultivation Of Core Literacy

With the social development and the promotion of education reform,the new curriculum standard of geography emphasizes the importance of core literacy;at the same time,the position of high school human geography in teaching is gradually prominent,but there are still a series of problems in the teaching practice of core literacy training,which has not yet achieved the expected teaching effect.The effective way to promote the teaching of human geography is to grasp the subject characteristics of human geography and combine it with the core literacy of geography.This paper attempts to carry out the exploration of high school humanistic geography teaching based on the cultivation of core literacy,promoting the combination of geographical core literacy and human geography from the perspective of teaching practice,further improving the theoretical system of geographical core literacy,improving the teaching methods,and improving the quality of teaching,so as to provide certain teaching strategies and reference cases for the front-line teachers of middle school,promoting the overall development of students and achieving quality education.This research mainly carried on the following work:(1)to consult the relevant literature to understand the research status of geographical core literacy at home and abroad,and on this basis to determine the research theme,methods and ideas;(2)to take the teaching content of high school geography 2 as the research subject,and to divide it into four types of knowledge points according to the knowledge characteristics of human geography(statement type,explanation type,influence type and application type);(3)in the based on the analysis of the current situation of the cultivation of geographical core literacy,this paper attempts to summarize the cultivation strategies of different types of knowledge;(4)with the help of constructivism,situational learning and meaningful learning theories,this paper analyzes the specific contents and teaching requirements of the four types of geographical knowledge,and selects typical cases for teaching practice;(5)finally,with the help of questionnaire survey collect data to analyze teaching effect.According to the characteristics of each type of knowledge,the training strategies summarized in this paper are as follows:(1)declarative geographical knowledge refers to “what” knowledge,which can cultivate regional cognitive ability by using examples,cultivate comprehensive thinking ability by means of question guidance,cultivategeography practical ability by seeking cooperation between home and school,and cultivate view of human-land coordination by strengthening the life connection;(2)explanatory geographical knowledge refers to “why” knowledge,which can cultivate regional cognitive ability by contrast of differences,develop comprehensive thinking ability by situational selection,establish view of human-land coordination by summing up and sublimating,and cultivate geographical practice ability by exploring after class;(3)influential geographical knowledge refers to “how” knowledge,which can cultivate regional cognitive ability by focusing on the object and scope of influence,cultivate comprehensive thinking ability by learning to comprehensively analyze the influential knowledge,improve practical ability of geography by reasonably designing experiments,and establish concept of view of human-land coordination by analyzing the adverse effects;(4)applied geographical knowledge refers to “how to do” knowledge,which can enhance regional cognitive ability by by using new technology,enhance comprehensive thinking ability by constructing the knowledge framework,and cultivate view of human-land coordination and geographical practical ability by applying knowledge.There are also some shortcomings in this study:(1)the sample size of this paper is small,the teaching cases are only carried out in practice schools,and there are certain deficiencies in the typicality and effectiveness of the cases;(2)the evaluation questionnaire takes the score rate as the analysis basis of the practical effect,which may lead to the uncertainty of the results.In the future research,we will further expand the research scope and collect more data,so as to draw more perfect teaching strategies and implement the cultivation of geographical core literacy.