Research On The Teaching Strategy Of The Knowledge Of Human Geography Process In High School

In the high school geography knowledge system,the human geography process knowledge occupies a large proportion,and occupies an important position.The study of human geography process knowledge teaching strategy can help to enhance students’ ability to describe and analyze geographical processes and their laws.At present,the specific teaching strategy research on the knowledge of human geography process is not systematic enough.Therefore,it is imperative to explore the specific and effective teaching strategy of knowledge of human geography process.The knowledge of human geography process in the humanistic and religious study II of high school is based on the method of literature research,questionnaire survey and case analysis.On the basis of clarifying the connotation of human geography process knowledge,the type of human geography process,and the teaching and research status quo of the knowledge of each human geography process,this paper summarizes the difference and connection between the knowledge of human geography process and other knowledge of geography process,carries on the classification of knowledge of human geography process,summarizes its knowledge characteristics,cognitive points,investigates the teaching status of the knowledge of humanities geography process in high school,analyzes the problems of the teaching of humanistic geography process knowledge and teacher’s suggestions.Then,from the knowledge characteristics,cognitive points and teaching organization three angles to put forward the teaching strategy.On the basis of the content analysis of the knowledge of human geography process in the humanistic geography compulsory II of the human teaching version of high school,it is found that there are differences between human geography process knowledge and other geographical process knowledge in content proportion,teaching content and ability focus,which is the key link to learn the knowledge of the whole geographical process.Secondly,on the basis of factor classification,according to the process of geographical evolution,the process of change of geographical volatility,the process of geographical diffusion,further discovers that the teaching of human geography process has the cognitive points such as cause driving force,iconic process characteristics and influence effect,and the knowledge of human geography process has the characteristics of regional and temporal,life and practice,wholeness and stage.The analysis of teacher questionnaire data shows that there is some deviation between the high school geography teacher’s knowledge of human geography process and teaching practice.Teachers have a high level of knowledge of human geography process and a variety of choices of teaching methods,but the selected teaching media is relatively single,and their understanding of the basic knowledge of students is lacking.The data analysis of the student questionnaire shows that teachers mainly use teaching method to teach,and students have problems such as the basic knowledge of human geography process is not strong and the ability of geography is weak.Based on the above research results,the teaching strategy of human geography process knowledge is proposed from three aspects: knowledge characteristics,cognitive points and teaching forms.Teachers need to mobilize students’ time-space thinking for regional and time-space,create real situations for life and practice,and guide case studies by layer-by-layer questions and methods for holistic and phase-based teachers.Teachers can grasp the key elements of cognitive elements such as cause driving force,iconic process characteristics and influence effect and analyze it.Teachers should make good use of multi-media and enrich the teaching form of human geography process knowledge,including the use of perceptive media to enhance the intuitive teaching,the use of geographical information technology to enhance teaching interactivity,the use of Internet platform,to promote the interactive teaching.And each strategy of case design,in order to provide first-line teachers with teaching reference.