Research On The Application Status And Strategies Of Current Affairs Hotspots In Geography Teaching In Middle Schools

In the background of the interpenetration of each subject,the unitary geography teaching has no longer exist.At the same time,due to the comprehensive nature of geography and the reform of geography curriculum standards aiming at cultivating students' core competitiveness of geography,we have promoted the development of geography teaching in the diversified way.It is in line with the trend to apply hot spots to geography teaching in middle school.The application of hot spots on geography teaching can make geographical classroom teaching lively,enhance the usefulness of geography teaching,broaden the scope of geography teaching,improve students'learning enthusiasm and teachers' teaching level and consist with the goal of teaching reform and development in geography.Firstly,using the method of literature review knows the current research status of the application of hot spots on geography teaching,defines the concept of hot spots and summarizes the theoretical bases of philosophy,pedagogy and educational psychology.Secondly,the method of questionnaire is used to carry out the questionnaire survey on the application of hot spots on geography teaching in middle school.The questionnaire mainly consists of four parts,namely geography teachers'attitudes towards hot spots in teaching,approaches to collect hot spots,ways of apply hot spots in geography teaching and the help needed.At last,the method of case analysis is used to study the results of the questionnaire.It mainly includes the strategies of hot spots' collection,arranging and application and teaching case,etc.In the collection strategy,the paper introduces the methods and steps to collect hot spots by using LocoySpider,media and subscription of WeChat.In the arranging strategy,the softwares of word frequency and YoudaoNote are mentioned.In the application strategy,the application mode of geographical extracurricular activity and review are formed.In the teaching case,the teaching design of Xi'an-Chengdu High-Speed is showed.Through the research,the paper draws the following conclusions:(1)The application of hot spots on geography teaching in middle school is in line with the trend of the reform and development of geography education.It not only combine geography teaching with hot spots and narrow the distance between classroom and life,but also enhance the cognition of distrcts,solve practical problems with scientific knowledge and improve students' core competitiveness of geography.(2)The application of hot spots on geography teaching in middle school is in line with the demands of the frontline geography teachers.Through the questionnaire,we find that most of the geography teachers focus on hot spots,take the initiative to apply to geography teaching,and think that using hot spots is conducive to classroom teaching.However,due to the fast updating of hot spots and the large number of data,we hope to know the strategies of collecting,arranging and applying hot spots,and provide a referential teaching case.(3)In the information age,the strategies of hot spots' collection,arranging and application for geography teachers are the bases for effectively use of the hot spots.In the big data era,the new methods of collecting and arranging(the software of web crawler,YoudaoNote,the subscription of WeChat,etc)can be more effective and collect hot spots farthest.So these can pave the way for application.(4)Only by analyzing of the geography curriculum resources included in the hot spots can we combine hot spots with geography teaching organically.Through the display of the teaching case of Xi'an-Chengdu High-Speed,we found that there are some difficulties in applying hot spots.But as long as the hot spots are excavated,we can find the agreement with the concepts and law of geography.