Research On Junior High School Geography Project-based Teaching For The Cultivation Of Geography Practical Ability

At present,how to implement core literacy has become the main focus of attention to the success or failure of basic education curriculum reforms.Project-based teaching has paid close attention to the essence of students and the necessary abilities such as students' practical ability,creativity,and the transfer and use of knowledge.Important way.The new geography curriculium reform emphasizes the construction of an open geography classroom.Based on the traditional education model,it further explores and integrates curriculum resources,provides students with multi-channel learning methods,and cultivates students' geographic practice capabilities.After collecting and reading the materials related to junior middle school geography practical ability and project-based teaching,combined with the investigation,understanding and investigation of teachers and students in the usual teaching process,it was found that there are student classrooms for junior middle school geography project-based teaching oriented to the cultivation of geography practical ability Problems such as weak participation,lack of ability to use knowledge,and passive acceptance of knowledge.Project-based teaching,as a teaching method aimed at solving a complex problem or completing a comprehensive task by a team,can just make up for the current problems in geography teaching.The project-based teaching method is used to cultivate the junior middle school students' geographic practice ability,which is conducive to optimizing the geography teaching mode and enriching the geography teaching methods;it is helpful to promote the implementation of the core geography literacy of students and promote the comprehensive development of students;Professional growth.This article systematically researches junior high school geography project-oriented teaching oriented to the cultivation of geographic practice through literature research method,questionnaire survey method and statistical analysis method.The main contents include:analyzing the existing junior high school geography project-based teaching and geographic practice training.Problems,put forward the design strategy and implementation strategy of junior middle school geography project-oriented teaching oriented to the cultivation of geography practical ability,select the content of the "Settlement" section for teaching design and effect analysis.The main conclusions of this study are as follows:(1)According to the training requirements of high school geography practical ability and the characteristics of cognition development of junior high school students,the training content of junior high school geographic practical ability can be divided into five categories:the skills of drawing maps,the skills of using geographic tools and the making of simple learning tools,Ability to conduct field trips and social surveys,to collect and process geographic information,and to use geographic information for expression and communication.(2)Put forward the design strategy and implementation strategy of junior middle school geography practice based on project-based teaching.Design strategies include:selecting appropriate project learning topics,designing reasonable project learning goals,involving clear-level problem frameworks,and developing systematic and comprehensive teaching evaluations;implementation strategies include:rationally setting up study groups,cultivating active learning capabilities,and flexible project scheduling Clarify the role of teacher manager.(3)According to the junior middle school geography project-based teaching strategy proposed for the training of geographical practice ability,the content of the chapter of "junior high school geography" in practical teaching is selected for teaching practice.The practice has proved the teaching strategy proposed in this paper It works.