Research On Geographical Situational Teaching Strategies In High Schools Pointing To Core Literacy

In the twenty years of the new curriculum reform,my country's basic education has undergone major changes,and teaching methods have continued to change.The new curriculum standard proposes teaching such as "training students' essential core literacy of geography" and "building a geography curriculum led by the core literacy of geography" idea.Situational teaching method is a teaching method that teachers create real situations to guide students to solve actual geographical problems in the situation and construct knowledge independently.It can effectively cultivate students' core literacy of geography.It is in line with the current trend of new curriculum reform and is worthy of promotion teaching method.However,there are still some problems in the application of contextual teaching in senior high school geography classrooms.Therefore,it is of great significance to study the effective strategies of high school geography situational teaching to the core literacy for the reform of high school geography teaching.This paper sets "the problems and improvement strategies of high school geography situational teaching directed to core literacy" as a research problem,using literature analysis,questionnaire method,classroom observation method,content analysis method and other methods to analyze the geography of many high schools in Jinan.Teachers do a questionnaire survey on situational teaching to understand the current status of implementing core literacy in high school geographic situational teaching.And select the classroom records of some high school geography teachers in the practice school to observe,construct the classroom situation teaching observation record table from different angles,and find the problems in the high school geography situation teaching.The main problems include : Many teachers have insufficient learning of situational teaching and core literacy theories,and lack of professional cognition;most teachers think that they do not have the time and energy to carefully set up the situation;the situation is mostly concentrated in the introduction part,a nd the end of the class is less;the concept of human-land coordination is insufficient,The implementation of geography practice is less;there are many types of situations,images and materials,and there are fewer activity situations and physical situations;student autonomy is not exerted,etc.In response to the problem,based on the research of relevant literature and the understanding of the problem,the author puts forward an effective strategy for high school geographic context teaching that points to core literacy: Teachers strengthen the learning of theoretical knowledge and improve the ability of context creation;Reduce the burden on high school teachers,so that teachers have more energy to study and teach;keep up with the pace of the times,the creation of situations must be innovative;create situations at the right time in all aspects of teaching;select situations that can cultivate core literacy based on teaching content;enrich the types of situations and use information technology to s upport the cultivation of geographic core literacy;Setting progressive questions to stimulate students' inquiry spirit,etc.