Research On The Application Of Problem Based Situational Teaching In High School Geography Teaching

With the further development of the reform of basic education,it has become the vane of geography teaching to take moral education as the fundamental task and to cultivate students' core geographic literacy as the foothold.The new curriculum standard of 2017 clearly points out that teachers should inherit the advantages of traditional teaching,try more teaching methods and use teaching materials flexibly on the basis of diversified ideas.Problem based situational teaching is a teaching method that integrates situation,knowledge and problems,takes consistent situation as the carrier,takes the development of interlocking situation as the bright line,takes the implementation of core knowledge points as the dark line,and takes the problems that are pushed forward layer by layer as the main line,so as to achieve the goal of "one line pierces the Pearl,three lines in one".This paper combs the current situation of problem-based situational teaching in high school geography teaching,and defines the basic concepts of problem-based teaching,situational teaching and problem-based situational teaching;Based on the questionnaire survey and the needs of the current basic education reform and the characteristics of geography,this paper summarizes the classroom implementation principles of problem-based situation teaching and the strategies of creating problem-based situation.Through experimental research and action research,the application of problem-based situation teaching in middle schools is carried out,and the classroom effect is evaluated based on the classroom scale,Based on solo classification theory,this paper evaluates the learning effect,evaluates the changes of students' learning behavior by observing and recording students' performance,and provides strong support for the advantages of problem-based situational teaching.The main conclusions are as follows.(1)Through the questionnaire survey,we found out the current problems of problem-based situational teaching.Both teachers and students have a high degree of recognition for problem-based situational teaching,but the frequency in daily teaching is not high;The situation created by teachers is different from that expected by students“ There are few "consistent situation" materials,teachers' awareness of initiative creation is not strong,and there are more "taking" ideas.The method and index of evaluation are single,the content of evaluation is one-sided,and the result is more important than the process.The lack of hardware and software facilities increases the difficulty of problem-based situational teaching.(2)The advantages of problem-based situational teaching: through the analysis of experimental results,problem-based situational teaching is conducive to improving the level of students' thinking structure,increasing students' emotional experience,improving thinking,and promoting the formation of learning habits;It can promote the transformation of teaching and learning,promote the transfer of knowledge and reduce the burden of students;It is conducive to promoting teachers' professional growth,so as to improve the quality of teaching.(3)To carry out problem-based situational teaching,we should pay attention to the following problems: teachers should be appropriate to the needs of students,optimize the material of classroom problem situation,create a reasonable "three lines in one" classroom,take situation as the bright line,knowledge points as the dark line,take problems as the main line,implement teaching objectives,pay attention to the rationalization of situation,the effectiveness of problems and the accuracy of knowledge points.We should cultivate students' problem consciousness,pay attention to the construction and expression of students' thinking,pay more attention to the development of students,and the evaluation methods tend to be diversified.