The Design And Application Of Geography Classroom Problem Situation In Junior Middle School

With the release of new curriculum standards,students need to master more and more abilities in geography.Meanwhile,geography teachers in junior middle school are required to constantly improve teaching methods,and to master new teaching concepts to help students learn geography better.In many teaching methods,the role of problem context has been put forward many times.On the basis of previous studies,this study aimed to better design the problem situation design method and use mode of junior middle school geography class by analyzing the questionnaire on the current situation of geography teaching in Zhengzhou junior middle school and its own practice,so as to better cultivate students' ability and to achieve the teaching effect with maximum efficiency.Questionnaires of teachers and students were adopted in junior middle school in Zhengzhou,and the statistics were analyed for the problem situation design method.A large number of teaching cases were designed and practiced in junior middle school geography classes.Comparative analysis of teaching experiments combined the methods of literature collation and research.The following were the main conclusions.(1)A questionnaire was conducted among junior middle school geography teachers and students in Zhengzhou to gain an in-depth understanding of teachers' and students' use and cognition of problem situations.Problems exist at present.Through the analysis of the questionnaire survey of 86 junior middle school geography teachers and 310 students,the following results were obtained.At present,junior middle school geography teachers did not pay enough attention to the use of problem situations,and in the use,they generally reflected the difficulty in acquiring materials for problem situation design.From the perspective of students,junior high school students hold a positive attitude towards teachers' use of problem situations and indicated that among the types of problem situations,they prefered those that could arouse learning interest.At the same time,there were also some problems in teachers' use of problem situations.Both of them believed that the use of problem situation was effective for improving teaching effect,but the use method and ability needed to be enhanced.Based on the current situation,the existing problems were explored in the use of problem situation in junior middle school geography class.(2)Through the analysis of the psychological characteristics of junior high school students,this paper put forward the factors considered when creating problem situations and the creation principles of problem situations.The problem situation ultimately faces the students,so the current cognitive characteristics of junior high school students and the curriculum nature of geography should be taken into consideration when the problem situation was designed.Under the influence of the two,the design of the problem situations in junior middle school geography classes should follow the principles of purpose,authenticity,inspiration and migration.(3)Take the first volume of grade 7 of geography edited by People's Education Press(PEP)as an example to design the problem situation.Under the guidance of the design principle of problem situation,this study summarized the creation strategies of the problem situation in junior high school geography class,such as usage the combination of geography,life and society to create the situation of life geography problem,cognitive contradiction to create the situation of inquiring geography question,creation the geographical problem situation with high participation through role-playing,the geographical experiment used to demonstrate the geographical process and to create a situation with strong authenticity of geographical problems,geographic video to understand geographic phenomena and to create image situations of geographic problems,geographical images to create an intuitive situation of geographical problems,multimedia technology to create interesting situations of geographical problems,geography investigation through oneself experience to create the geographical problem situation.In addition,relevant materials are sorted out and analyzed.Taking the first volume geography course of grade 7 of PEP edition as an example,problem situation cases under different strategies were created,and applicability analysis was carried out for different cases.(4)After analyzing the advantages and disadvantages of using problem situations at different times and in different ways,the application models of problem situations in junior middle school geography class were drawn.The design and application of problem situations should combine with the course objectives of different courses to select appropriate situation materials for efficient problem design.(5)The practical value of the application model of problem situation in junior middle school geography class is verified through questionnaire survey and comparative experiment.Before and after the use of the problem situation,students in the same class were selected to conduct a questionnaire survey on "the design and application effect of the problem situation in geography class".Two classes of grade 7No.42 Middle School in Zhengzhou were selected as experimental class and controlling class respectively.In geography classroom teaching,the experimental class selected problem situations for teaching and the controlling class used traditional mode for teaching.Investigation and the experiment results showed that problem situation had good effect on raising students' interest in learning,increasing geography class students' participation and students' academic performance,and most of the students hold a positive attitude on the use of the problem situation patterns through comparative analysis of the questionnaire and achievements of the students before and after the experiment.