High School Geography Classroom Observation Research Based On Understanding

The advent of the knowledge economy and the information age has led to the continuous expansion and renewal of knowledge and the need for talents with rapid adaptability and problem-solving capabilities,prompting teachers to continuously think about how teaching can help students efficiently acquire,process,and use geographic information,deepen the deep understanding of learning content,and then support personal development.And "understanding" can be regarded as a bridge between "teaching" of teachers and "learning" of students.Students can gain understanding and improve their abilities only through their own independent inquiry,analysis,verification,and experience.In this sense,the essence of teaching is to promote students’ deep understanding.Contradictions and activities in teaching are constructed with understanding as the center through explicit behavioral performance.This article combines the related research of "understanding" with high school geography observation,with a view to grasping the students’ understanding level in classroom teaching,and realizing the depth of teacher’s migration,innovation and higher-order thinking ability in classroom teaching.teaching.Specifically includes the following parts:First,the literature research method is used to discuss the research background,research significance,research ideas and methods.Grasp the research status of "understanding" and classroom observation at home and abroad,and define related concepts.Secondly,based on Grant Wiggins’ "Six Aspects of Understanding" theory,combining other scholars’ criteria for comprehension,combining with the analysis results of the questionnaire,constructing comprehension-based high school geography classroom observation and evaluation standards,and using cases The analysis method observed 20 high-quality lessons,and the resulting classroom observation record form was used in teaching practice.Finally,based on the division of the "understanding" dimension and discussion of classroom observations in the previous period,the "interrelationship between terrestrial water bodies" in the compulsory first geography of senior high school was selected for analysis of classroom observations and improvement of teaching design,with a view to applying the idea of??understanding teaching In the practice of teaching,teachers can further "teaching" and students can further "learning".Understanding-based classroom observation research has certain theoretical and practical significance for paying attention to the understanding process,perfecting continuous teaching evaluation methods,establishing understanding classrooms,and achieving "teaching-learning-evaluation" consistency.However,the research scope of this paper is limited,and the author has insufficient teaching practice experience.I hope to try to pay attention to the implicit behaviors and emotions of students and optimize the "understanding" evaluation standards based on teaching practice.