Study On Geography Study Trip Teaching In Senior High School

Under the background of education in the new era,it is required to change the way of education and teaching,and to train people with all-round development.Research trips are born at the times.It is an innovative way of teaching and an extension and extension of classroom teaching content.Geography study trip helps students to better combine theoretical knowledge with practical activities,and is an important way to cultivate students' core literacy abilities in geography.In order to promote the effective connection between research trips and middle school geography teaching,it is particularly important to seek to develop scientific and standardized teaching design strategies and perfect teaching design models in geography research trips.The research first consults the relevant literature,summarizes the background and significance of the research,and elaborates the current research status of research travel at home and abroad.From the perspective of self-understanding,clarify the understanding of the concepts of geography research travel,research travel and instructional design.In order to understand the current situation of high school geography study trip teaching and teachers' suggestions for geography teaching on study trips,the study conducted a questionnaire survey on the geography teachers of first-line middle schools who had organized study trips and some high school students in Nanning No.1 Middle School.The survey results are analyzed and summarized.Based on the results of the questionnaire survey and related research theories,the principles and implementation strategies of high school geography study travel instructional design were summarized,and the study travel instructional design model map was constructed.Finally,the summarized model flow chart is used in the study and teaching case design of the Crocodile Mountain Scenic Spot in Weizhou Island,Guangxi Beihai,and the Catholic Church,in order to provide a reference for the development of high school geography study travel activities.The main conclusions of the study are as follows:(1)Through the questionnaire survey,it is found that the high school geography research trip has a large demand for development,but there are many restrictions and difficulties in the development.The results of the questionnaire survey show that teachers and students are optimistic about high school geography study trips and hope to carry out more high school geography study trips.However,the development of high school geography research trips is restricted by many conditions,presenting urgent problems that need to be resolved,such as unclear research goals,lack of evaluation mechanisms,and lack of professional research trip teaching guidance.(2)Based on the analysis of the questionnaire survey results and the relevant theoretical guidance,put forward the principles and implementation strategies of high school geography study trip teaching design,and summarize the study trip teaching design model diagram.The research and teaching design should follow the principles of safety,discipline,goal orientation,subjectivity,and relevance.Implementation strategies for research teaching:(1)In the ideological preparation stage,it is necessary to change educational concepts,pay attention to the characteristics of geography,and pay attention to the training of research tutors;(2)Design a high school geography research trip teaching plan,including selecting research teaching resources,formulating activity themes,and planning routes,Comprehensively preset research teaching objectives,design research teaching content;(3)Reflection and summary of research travel teaching,including carrying out phased summaries,timely checking for omissions,carrying out diversified reflection methods,and constructing observation records.The high school geography study travel teaching design model process includes the preparation stage,focusing on safety education and training,clarifying the location,route and theme,determining the teaching goal and teaching content;the activity implementation stage is designed with teacher-led teacher activities(encouragement,guidance,explanation,etc.)And student activities(seeing,asking,doing,thinking,speaking,memorizing,etc.)and designing the task list for research activities;the reflection summary stage includes displaying the research results,completing the observation evaluation scale,entering the student's growth process portfolio,and reflecting on the teaching Goals,design of teaching activities,students' reflections.(3)The design of the research teaching case of Crocodile Mountain Park in Weizhou Island,Beihai,can provide reference and reference for the development of high school geography research trip teaching activities.Weizhou Island is rich in natural geography and human geography research resources,which is more connected with geography textbook knowledge,and there is more room for excavation.However,the currently designed research and teaching cases are still lacking in practice and still need to be further studied and improved.