Research Of Senior High School Geography Life-oriented Assignment

The study of geography is the important way for students to understand the natural geographical environment,and the core literacy of geography is infiltrated into the teaching,which is helpful to cultivate the comprehensive development of the socialist builders.As an extension and supplement of the class,homework is a necessary teaching link and teachers can integrate life and teaching by designing reasonable geography life-oriented homework.Therefore,the design and implementation of the homework will help students to improve the ability to apply what they have learned,promote the active application of geographical knowledge,and develop a good habit of viewing and solving life problems from a geographical perspective.This paper is based on Wang Yangming’s thought of “unity of knowledge and action”,John Dewey’s theory of “education is life”,Tao Xingzhi’s theory of “life is education” and constructivist educational theory.Through the literature research,the questionnaire survey and the statistical analysis,this paper expounds the status,existing problems and causes of the geography life-oriented homework.The research of the literature starts from three aspects: the domestic and foreign geography curriculum standard,the geography life practice assignment and the geography life assignment.In the course of the questionnaire survey,teachers’ and students’ papers were randomly distributed in the selected schools,and the results of the statistical survey were analyzed by using the “Questionnaire Star” software.According to the statistical results,the implementation strategy of the geography life-oriented were put forward from the students,teachers and local education departments.The main conclusions of this study are as follows:Teachers: First,although teachers have a good professional foundation and can correctly understand the relationship between geography and life,homework is mainly based on test papers and after-class exercises,rarely involving life experiments and practical investigation.Second,teachers often cite life cases in class for teaching and students have a high degree of participation,but rarely design life-related practical homework after class,life-based homework implementation frequency is lower than that in class.Third,schools do not develop the necessary curriculum resources for geography study,limited curriculum resources limit the implementation of various teaching activities of teachers and hinder the implementation of daily activities.Students: First,students have a strong sense of learning life-oriented knowledge and a high degree of participation in geography life-oriented homework.Second,most students like geography homework closely related to life,more tired of traditional after-class exercises.Third,students who have done after-class geography life-oriented homework can realize its utility,but the number of contact with after-school life practice homework is very few.Fourth,students have a strong sense of cooperation and can complete more complex assignments in cooperation,but their ability of independent learning is low.