Research On The Application Of Home Geography Curriculum Resources In Geography Teaching

"General High School Geography Curriculum Standards(2017 Edition)" come up with cultivating the core literacy in geography for the students and the students’ ability to solve the problems in real situations.It also emphasizes the development and application of geography curriculum resources,and encourages teachers to develop and use geography curriculum resources inside and outside the school to meet the needs of students’ interests and individual development.The home geography curriculum resources come from the real life of the students,which can mobilize students’ initiative,improve the quality of the geography teaching,and cultivate students’ core literacy in geography.Therefore,it’s worthy of researching the application of home geography curriculum resources.This article uses content analysis and quantitative classroom observation methods to analyze scientific research papers and high-quality courses,understand the problems and characteristics of the practical application of home geography curriculum resources,summarize the current situation of the application of home geography curriculum resources,and offer a realistic gist for the "three-tier application model".The trait of the application of home geography curriculum resources in classroom teaching follows:First,the teaching method is combined with the teaching method and the discussion method,and interspersed use of conversation;the second is the use of information technology to assist teaching in media selection,but it is insufficiently integrated with emerging technologies;third is the classroom introduce and utilize home geological resources to create geographic learning situations;fourthly,conduct discussion activities based on writing cases based on rural resources,but the types of activities are relatively single.The characteristics of the current application of home geography curriculum resources in the extracurricular practice of geography are:the teaching method focuses on students’inquiry learning,and the use of problem chains to guide students to think;in the activity process,rich and comprehensive practice links are arranged,but the detailed settings need to be optimized;in the activity summary link pay attention to the openness of evaluation and design a multi-dimensional evaluation scale.Based on the results of scientific research papers and high-quality course analysis,this paper constructs a "three-tier application model" of rural geography curriculum resources under the guidance of embodied cognition theory,"four layers of one" theory and geography teaching theory.First,based on the theory of "four layers in one",analyze and excavate the rural geography curriculum resources to understand the specific content of the livelihood,system,ideology,and natural layers of the region.Secondly,under the guidance of the geography curriculum standards,combining the content of the textbooks and the psychological characteristics of the students,select the local resources suitable for geography teaching.Finally,rationally arrange the teaching process and apply the local geography curriculum resources to the geography classroom or geography extracurricular practice activities.Based on the situational teaching method in geography classroom teaching,the use of rural resources is divided into four links:classroom introduction,student activities,classroom summary and after-class exercises,creating a familiar geographic situation for students,allowing students to fully mobilize their feelings in the experience The participation of the system,the movement system and the language system to complete the learning goals;in the geographical practice activities,the use of problem-based teaching,integrating the rural geography curriculum resources to arrange the three stages of activity preparation,activity implementation and activity summary,exercise students’ geographic practice force.