Research On The Application Of Elaborative Strategy In Geography Infiltration Teaching

In 2018,the Ministry of Education officially issued the "General High School Geography Curriculum Standards"(2017 version),which clearly requires innovative learning methods to cultivate the core literacy of geography,enhance the character and key abilities of geography,and thus cultivate innovative and comprehensive talents.It has become an urgent requirement for geography teaching in the new era.Infiltration teaching advocates cultivating students’ ability to discover,analyze and solve problems,so that they can become the real body of knowledge.Only those who have the ability to think independently and innovate are those who meet the needs of social development in the new era.At the same time,the rapid development of society also poses unprecedented challenges to people’s ability to survive and develop.Humans must learn to learn in order to adapt to a rapidly changing society.And a good learning method can effectively improve people’s learning efficiency.The elaborative strategy is the in-depth processing of knowledge,which is conducive to students’ independent construction of knowledge network,which is an effective learning method.There is not much research on elaborative strategies in geography,and there is no attention to geography classroom teaching itself.Infiltration teaching is a teaching method in which teachers guide students to learn in a subtle way and encourage students to form a sense of independence and innovation.There are few research literatures on infiltration teaching in the subject of geography,and it has not been systematically proposed.Therefore,infiltration teaching and elaborative strategies have certain development prospects in the subject of geography.Through conceptual analysis and theoretical discussion,it is found that infiltration teaching and elaborative strategies are similar in terms of process,purpose,and subject.Therefore,elaborative strategies can be applied to high school geography infiltration teaching methods to cultivate middle school students’ comprehensive literacy in geography.The use of osmotic teaching methods to cultivate students’ level of application of geography elaborative strategies not only reflects the basic concepts of "student-oriented" and "teaching students to learn" in the new curriculum reform,but can also improve the quality of classroom teaching and cultivate what the new curriculum reform advocates Innovative talents to meet the development requirements of the times.This article summarizes the concept of elaborative strategy and infiltration teaching by combing the related literature of elaborative strategy and infiltration teaching.Using the method of "quantitative + qualitative",a questionnaire for high school students’ geographic elaborative strategies was constructed from 32 indicators in four dimensions: geographic concepts,geographic terms,geographic charts,and geographic calculations.After the questionnaire test,the current situation of the geographic elaborative strategy of high school students in Tianjiabing Middle School in Yancheng was investigated,data collected by SPSS23.0,quantitative analysis was made,and relevant thinking was aroused.In response to questionnaire questions,qualitative analysis was combined with interviews and communication methods and case studies,and experiments were set up for empirical analysis.Through research and analysis,the results are as follows:(1)Before the training of geographic elaborative strategies,the students’ application level of elaborative strategies is at the lower middle level.The level of application of refined processing strategies of geographic concepts is relatively high,while the level of application of refined processing strategies of geographic terms and geographic diagrams is relatively low.(2)After training students’ f elaborative strategies under the geography infiltration teaching,there are significant differences in academic performance between the experimental class and the control class,and the experimental class has higher academic performance.(3)After the experimental class has trained the elaborative strategy in the geoinfiltration teaching,its geographic elaborative strategy and the application level of each dimension strategy have been improved compared to before the experiment,and the application level of each dimension is higher than the control class,but the experiment After the class experiment,the level of application of geographical terms and geographical charting strategies is still low.(4)After training students’ elaborative strategies under geography infiltration teaching,the level of application of elaborative strategies for middle and underachievers in the experimental class has been greatly improved compared to before the experiment,while the improvement of excellent students is not obvious.Summarizing the research results,it is concluded that:(1)Training students’ geographic elaborative strategies in osmotic teaching is beneficial to both students and teachers,reducing teachers’ teaching pressure,students actively learning,improving academic performance and learning ability,and improving classroom quality.(2)The overall application level of high school students’ geographic elaborative strategies is not high.Geographical concepts are the most basic core element of geographic knowledge.Using geographic elaborative strategies can help students stabilize their basic knowledge.(3)After high school students have been trained in elaborative strategies in geography infiltration teaching,the application level of elaborative strategies of geographic charts and geographic terms has improved,but the level of application of elaborative strategies of geographic charts and geographic terms is still relatively low.(4)Different levels of students have different training effects on geographic elaborative strategies.Although the top students have the highest level of geographic elaborative strategies after training,the middle-level and less advanced students have a higher level of geographic elaborative strategies after training.The former have made more progress than the top students.According to the problems existing in the training of geographic elaborative strategies for high school students,targeted suggestions are put forward:(1)Strengthen the cooperation between teachers and students,and integrate the elaborative strategies and infiltration teaching.(2)Grasp the core points and break through the difficult points in the geographic elaborative strategy.(3)Ensure training time and train geographic elaborative strategies through multiple channels.(4)Combining the characteristics of geographic disciplines,use metacognition to monitor the use of elaborative strategies.