Research On The Creation Of High School Geography Problem Scenarios For In-depth Teaching

In response to the tide of the development of the times,China has promulgated the Standards of the General Senior High School Geography Curriculum(2017 Edition),which proposes the cultivation goals of geography core competences,and proposes the use of problem-based teaching methods,emphasizing that problem-based teaching should be combined with the situation,problem design based on the situation and use situations extensively in geography textbooks to express geographic concepts.Therefore,how to reasonably design and use geographic problem situations to achieve the goal of nurturing the geography core competences is a problem that needs to be solved urgently.Under the guidance of deep teaching,this puts forward the strategy of creating geographic problem situation for deep teaching,and designs high-quality geographic problem situation,so as to realize the goal of geography core competences.This article is guided by the theory of deep teaching and based on geographic problem situations to achieve the goal of nurturing geography core competences.Through literature analysis,expert consultation,questionnaires,case analysis and experimental teaching methods,this paper clarifies the relationship of deep teaching,geographic problem situation and geography core competences.It has explored the elements and characteristics of the geographic problem situation oriented to deep teaching.On this basis,construct a deep-oriented high school geographic problem situation creation quality scale,then find out the main problems of high school geography teachers in creating problem situations by issuing questionnaires.Finally,it proposes a strategy for creating high school geographic problem situations for deep teaching,and tests the teaching effect through teaching practice.The main conclusions are as follows:(1)Deep teaching,geographic problem situations and geography core competences complement each other.The specific relationship is:the core competences of geography requires the use of deep teaching and geographic problem situations;deep teaching can only be achieved in geographic problem situations;the creation of geographic problem situations requires deep teaching to improve the quality of creation;deep teaching provides theoretical guidance for creating geographic problem situations.(2)Geographic problem situations for deep teaching include four elements:geography core competences goals,geographic core concepts,geographic situational information and geographic problems;Geographic problem situations for deep teaching have four typical characteristics:competences development,situation integration,problem guidance and subject participation.(3)Based on the high school geographic problem situation creation quality scale for deep teaching,we found the main problems of high school geography teachers in the process of geographic problem situation creation:the creation of problem situation pays more attention to the atmosphere than to design competences goal;there was no gradient in the complexity of the situation,lack of corresponding level requirements;unclear conceptual system,lack of understanding of the nature of the subject;lack of contextual information integration,lack of motivation to learn;irrational design of the problem chain,lack of thinking development process;lack of aesthetic appeal in the situation,and lack of emotional resonance.(4)Put forward the principles,the design strategy of each element and the creation process of geographic problem situation creation for deep teaching.The creating principles include accurate target positioning and determined geography core competences;choose a comprehensive theme and design an integrated situation;highlight problem solving and stimulate thinking collision;reasonable blending of"emotion" and "situation" and attention to geographic emotions.The design strategy of each element is design the core competences goals of geography and clarify the learning direction;choose the core geographic concepts to grasp the nature of the discipline;make use of geographic situation information to stimulate the motivation of learning;clarify the difficulty of geographic problems and promote inquiry activities.The creation process is understanding the creation principles and designing the creation process;analyzing students' learning situation and determining the learning needs;finding core concepts and controlling the concept system;analyzing core competences and designing teaching goals;integrating situational information to generate teaching topics;designing geographic problem and development geographical thinking.(5)The strategy of geographic problem situation creation for deep teaching is effective and feasible.Three conclusions are obtained through experiments:geographic problem situations oriented to deep teaching are helpful to cultivate students' core competences;geographic problem situations for deep teaching are more effective for the transformation of middle and low-order thinking students;geographic problem situations for deep teaching have a certain effect on improving students' geographic examination results,which shows that the strategy for creating geographic problem situations for deep teaching is effective and feasible.