High School Physical Geography Situational Teaching Research

In 2018,the "General High School Geography Curriculum Standards(2017 Edition)" promulgated by my country put forward situational teaching as one of the training strategies for the core literacy of geography.Geographical situational teaching has been widely recognized by many experts,scholars and frontline teachers.Physical geography knowledge has the characteristics of abstraction,logic,extensiveness and comprehensiveness.How to use situational teaching in physical geography classrooms to break through teaching difficulties and implement the core literacy of geography is a topic worthy of research.The thesis focuses on literature research,questionnaires and case studies,and the research is as follows.Firstly,a literature review was conducted to clarify the core concepts as well as the theoretical basis of the study and to analyse the advantages of situational teaching in the teaching of high school physical geography.Secondly,conduct a questionnaire survey on the current situation of physical geographical situational teaching in high schools,and analyze the current problems of physical geographical situational teaching;Then,in response to the existing problems,the high school physical geographical situational teaching process,evaluation criteria and methods,and physical geographical situational teaching strategies are proposed.Finally,based on the above research,frontal weather in common weather systems is selected for situational teaching case analysis and implementation evaluation.Through the research,the main conclusions obtained are as follows:(1)The implementation of situational teaching in the teaching of physical geography is conducive to combining complex,abstract physical geography knowledge with students' life learning experience,cultivating students' thinking from simple benign structured situations to complex poorly structured situations,completing the transfer of a knowledge and ability in the process of transformation,thus cultivating core geographical literacy,and effectively breaking through the difficult points of physical geography teaching and improving the ability to solve life The students will also be able to effectively break through the difficulties of teaching physical geography and improve their ability to solve geographical problems in life.(2)Through investigation,it is found that the application of situational teaching has become more common,but some teachers are still relatively weak in its awareness.The teaching situation is out of the students' reality and lacks innovation.Situational teaching still has the phenomenon of formalism.Evaluation of geographical situational teaching Lack of standards and other issues.(3)The physical geographical situational teaching process can include "analyze course standards-formulate teaching objectives-select context types-select contextual materialsimplement situational teaching",and put forward physical geographical situational teaching evaluation standards and test questions context and open context test evaluation method.(4)Put forward the strategies of high school physical geographical situational teaching,including: choosing appropriate teaching contexts for different types of physical geography knowledge;using concrete situations to cultivate students' abstract thinking;grasping the logic of physical geography and applying situation variants;situation connection "Fragmented" knowledge;constructing an evaluation system for physical geographical situational teaching.It pays great attention to the combination of practice and teaching,which has important practical significance for the cultivation of students' geographic literacy.