Research On The Instructional Design Of "Problem Research" Column In Senior High School Geography Textbooks

The column of "problem study" in high school geography textbook plays an important role in cultivating students' comprehensive ability.However,the column of "problem research" has not been put into practice in the actual teaching,and its role in cultivating students' comprehensive ability has not been played.To solve this contradiction,this research has done the following work:First of all,through the literature analysis,the paper sorted out and analyzed the related research of "high school geography textbooks" and "problem research" column,and found that the existing research mainly took the old edition of geography textbooks as an example,centered on the three-dimensional target.This enlightenment the author takes the new edition geography textbook as an example to carry out research on students' core literacy of geography.Secondly,a survey was carried out on geography teachers in Sichuan first-line high schools through questionnaire survey,aiming to understand the teaching status of "problem research" column,and analyze the causes of the status quo.A total of 100 questionnaires were sent out in this study,96 were returned and 89 were valid.Then,using Excel and SPSS to make an empirical analysis of the questionnaire results,it is found that there are two problems in the current teaching of the column of "Problem Research" :(1)overall,a line of high school geography teachers must be the value of "problem research" column,the understanding of "problem research" column degree is higher,however,affected by the environment(exam-oriented education)and small environment(insufficient class),the influence of such factors as a line of high school geography teachers not enough emphasis on "problem research" column;(2)The geography teachers of first-tier high schools have different teaching treatment levels for the column of "problem research".This is mainly affected by the teacher's teaching years.The more experienced the teacher is,the higher the level of teaching material processing is,and vice versa.In addition,the teacher's learning experience will also affect the teaching processing level.From the results of the questionnaire survey,the author draws the following three inspirations:(1)From the perspective of the value of "problem research" column and teachers' attention to it,it is necessary to conduct instructional design research on "problem research" column;(2)From the actual situation,under the constraints of the overall environment and small environment,it is necessary to select some problems for exploration;(3)From the perspective of the teaching treatment level of "Problem Research" column,in the teaching design,it should be combined with the old edition of geography textbooks to increase knowledge;Consult more information,expand the scope of knowledge,at the same time,through the way of supplementary materials,reduce the difficulty of exploration,increase interest.Finally,the teaching methods of specific problems in the column of "Problem Research" are collected through interviews.In this study,a total of 5 geography teachers in first-tier high schools were interviewed.They came from provincial-level demonstration schools,and there were differences in teaching age and educational background.In addition,in combination with the focus of college entrance examination and the type of "problem research" column over the years,four questions are selected for teaching design,from which strategies,principles and general rules are obtained to guide the teaching design of "problem research" column.