Research On Classroom Diagnosis And Strategy Of High School Geography Thematic Teaching Based On Core Literacy

Core literacy of geography is currently the key teaching goal of first-line geography teachers,and thematic teaching,as a new teaching method to cultivate students' core literacy of geography,has been widely concerned and used by first-line geography teachers in recent years.But what is the effect of its implementation in the front-line geography classroom? It remains to be further studied.Therefore,in order to better evaluate the effect of subject-based teaching on the implementation of the core literacy of geography,this article is based on the new curriculum standard,"observable learning achievement" thinking structure level classification theory,and the thematic teaching link is used as the framework to construct a geographic subject-based teaching classroom diagnosis.The scale is used to diagnose the 36-section first-line high school geography-themed teaching classroom in four middle schools in Changsha City,Hunan Province,find out the problems,and propose corresponding geography-themed teaching strategies and teaching cases,and use a controlled experiment to compare the above strategies.The validity is verified,in order to provide reference and reference for improving the thematic teaching level of front-line senior geography teachers and the cultivation level of students' core literacy of geography.(1)The overall diagnosis result based on the implementation of core literacy in geography thematic teaching shows that the overall level of core literacy embodied in most first-line high school geography thematic teaching classrooms in Changsha is "qualified",and a few can achieve "good".Among the four core literacy,“comprehensive thinking”and“human-land coordination literacy”are well implemented,but“regional cognition”and“geographic practice literacy ”are insufficient.In the different links of thematic teaching,there are also differences in the implementation of the core literacy of geography.Except for the “theme transfer summary” link which reached “good”,the other teaching links are all “qualified”,especially the “theme context creation”and “thematic context creation”.The implementation level of core literacy in the "thematic evaluation and reflection" link is obviously insufficient.In addition,the sub-elements of each link of topic-based teaching are also significantly different in the implementation of geographic core literacy.Except for the rational use of the sub-elements of the "theme migration summary" link,the sub-elements of the remaining links need to be further implemented in the implementation of geographic core literacy.optimization.(2)Based on the above diagnosis results,there are five main problems in the implementation of the core literacy of geography in the subject-based geography teaching class of the first-line senior high school,namely the imbalance of subject teaching links and the poor implementation of individual literacy;insufficient contextual resource mining and low utilization of data and images The problem setting is not reasonable enough,and the exercise of thinking methods is despised;the independent inquiry is superficial,and the inquiry procedure lacks standardization;the subject of evaluation and reflection is single,and the result is less important than the attitude evaluation.(3)In response to the above problems,the topic-based teaching strategies of high school geography based on thematic teaching links are as follows: coordinate and optimize the teaching links,balance the implementation level of literacy;create teaching thematic scenarios,optimize and integrate teaching resources;design multiple inquiry questions to implement student-based Practice;point to the training of thinking methods,focusing on students' independent exploration;evaluation and reflection give way to students,focusing on process and attitude evaluation.Attached to the compulsory compulsory of the new Xiangjiao edition 1 Chapter 2 Section 1 "Flowing Water Landforms-Landslides,Debris Flows" and Chapter 3 Section 3 "Atmospheric Thermal Circulation" cases.(4)In order to test the effectiveness of the above strategies,a one-semester subject-based teaching strategy in a middle school in Changsha City used a controlled experiment to show that after the experiment,students' performance and geographic core literacy ability have improved to a certain extent.On the one hand,the results of the two experimental classes were improved compared with the control classes of the same level,and the progress of the late class was more obvious than that of the advanced class.On the other hand,after the experiment,the students' core literacy of geography has improved,especially the literacy of “regional cognition”?“comprehensive thinking” and “geographic practice”.