Research On Problem-based Teaching Practice Of Geography In Senior High School Based On Regional Cognition

The Geography Curriculum Standard of Ordinary Senior High School holds that regional cognitive ability is an important prerequisite to strengthen students' understanding of the environment in which the region is located,which is conducive to promoting students to deepen their views on the region.Literature shows that there are few researches on problem-based teaching based on regional cognition.The research methods mainly include investigation,interview and so on,and explore the practice of geography problem-based teaching based on regional cognition from many aspects.Through the investigation of the students in the senior and secondary departments of Weihai No.1 Middle School(new campus)and Weihai No.3 Middle School,and interviews with the geography teachers of these two schools,the general situation of the problem-based teaching based on regional cognition in the current geography classroom is obtained,the existing shortcomings are found out,the reasons are explored,and then the reasonable and effective solutions are found.Grade two is an important stage to study regional related problems,such as regional location,regional characteristics,problems existing in the process of regional development and corresponding solutions,and to find out the connections and differences between two or more regions in the continuous development.Through questionnaires and teachers' interviews,this paper finds out the shortcomings of geography problem-based teaching in senior high schools based on regional cognition,including students' weak regional cognitive ability,the lack of close connection between the created problem situation and the actual situation in the region,the poor systematicness of the set problems,and the low participation of students in class.To solve the existing problems,we should take corresponding measures,including improving students' regional cognitive ability in many ways,creating targeted problem situations,putting forward systematic problems,and using group members to discuss together to make learners fully enter the classroom and listen carefully.The geography problem-based teaching in senior high school based on regional cognition mainly follows the ideas of creating problem situations,proposing geographical problems,analyzing geographical problems and solving geographical problems,and cultivates students' regional cognitive ability.When setting the situation,teachers should pay attention to the reality of regional development and realize the importance of promoting learners' efficient thinking;In the process of putting forward geographical problems,teachers should pay attention to guiding students to discover the main problems in the region and carry out systematic teaching;In the analysis of geographical problems,teachers should pay attention to guiding students to carry out gradient inquiry from the aspects of regional location,regional characteristics,regional development problems and solutions,and give students the opportunity to explore,so that students can participate in group discussions wholeheartedly and enrich their own understanding;When solving regional problems,teachers should guide groups to explore,solve regional problems and improve regional cognitive ability.Through the design and implementation of problem-based teaching cases based on regional cognition,the relevant strategies are verified,the students' classroom participation is improved,the students are guided to analyze regional problems better,and the regional cognitive ability is cultivated.By reflecting on the cases,we can understand the students' mastery and the shortcomings in the problem-based teaching class based on regional cognition,and further improve the teaching methods.