| Senior high school geography curriculum is mainly composed of three sections:physical geography,human geography and regional geography,among which physical geography is the most difficult hurdle for students to cross.In physical geography,climate is an important geographical element,which often profoundly affects the hydrology,vegetation,soil,biology and other geographical elements of a region,and these elements further determine the production activities,living customs and cultural industries of the whole region.At the same time,climate related geographical principles also provide a theoretical basis for us to correctly understand the laws of natural development and regional environment,so climate knowledge has become an important part of high school geography teaching.In order to help students break through the learning difficulties,firmly grasp the content of the whole climate knowledge topic,and clarify the internal relationship between knowledge,so this study will comb out a more perfect and systematic climate knowledge topic system according to the specific requirements of the new curriculum standard of senior high school geography and the related content of senior high school geography education press compulsory.Based on the basic role of climate knowledge in senior high school geography courses,this paper will take senior high school geography and climate knowledge as the research object and focus on the following two aspects:First,in-depth study of the relevant knowledge of high school geography and climate knowledge topics,to rebuild the structure of the climate knowledge network,to form a broader,more complete and more systematic climate knowledge topics system.In this paper,according to some knowledge of the new high school geography curriculum standard on climate of the specific requirements,to the high school geography o 'clock(2004 edition)required a relevant content as its carrier,in-depth excavation project including climate,climate type,climate change,atmospheric environmental knowledge,knowledge of the relationship between climate and other factors such as the correlation between,and use the relevant schematic structures,the logical relationship between the knowledge,the carding summed up a more clear,comprehensive and systematic knowledge of climate project content system.This can not only help high school students to break through the important and difficult points of geography study to provide theoretical guidance,but also can connect the complex climate knowledge and laws together,to provide a relatively complete thematic knowledge context of climate knowledge for teachers and students.Second,through the statistical analysis of the geography examination questions related to climate in the national college entrance examination in the past five years,and combined with the analysis of the random survey of the students in several high schools in longevity district,finally summed up the effective strategies to solve the climate knowledge examination questions.Based on this,this paper firstly makes a statistical analysis of the climate-related examination sites in the geography examination questions of the national College entrance Examination in the past five years,and makes clear the characteristics of knowledge examination,ability examination and proposition standpoint of the climate knowledge subject in the college entrance examination.The statistical analysis shows that :(1)at the knowledge examination level,the examination forms are diverse and the content is comprehensive.Both the multiple choice questions and the comprehensive questions are in the form of text and image materials to comprehensively examine the influence of a certain region's climate on other physical and human geographical environments,and integrate into the presentClimate problems or phenomena in actual production and life that are of universal concern in the world will be comprehensively examined in terms of students' ability to interpret and analyze materials to obtain useful information,their ability to flexibly transform knowledge into solutions to practical problems,and their ability to think logically.(2)Competency-based examination focuses on students' four basic abilities,namely,the ability to obtain and interpret geographic information,the ability to mobilize and apply geographic knowledge,the ability to describe and explain geographical things,and the ability to demonstrate and explore geographic problems.(3)As for the feature of proposition,it still focuses on the main knowledge and emphasizes the integration of knowledge;At the same time pay attention to the cultivation of students' core quality of geography and geographical thinking;It also advocates paying attention to production and life,cultivating the ability to solve practical problems and the ability to think creatively.Secondly,in order to understand the current high school students in various problems of the climate problem,this article in the form of a questionnaire survey to changshou district of several high school students of the present conditions of the climate problem solving statistical analysis found that: knowledge not fragmentation system existing in students' learning,overemphasis on a lack of understanding of memory,such problems as lack of comprehensive thinking ability;There are some problems in topic review,such as poor habit of topic review,vague concept,confusion of principles,and lack of ability to obtain key information.There are some problems in problem solving,such as lack of information processing and combination ability,lack of logical reasoning ability and weak knowledge transfer ability.There are some problems in the reflection of solving problems,such as insufficient reflection degree and incomplete establishment of wrong problem sets,which fully indicate that it is necessary to cultivate students' problem-solving strategies in the aspect of solving climate problems.The strategy of solving geographical problems is to use the geographical principles learned to solve practical geographical problems and to transform the geographical thinking process into the media of specific solutions.Therefore,in the end,this paper analyzes the characteristics and causes of the multiple choice and comprehensive questions in terms of the geography and climate of the college entrance examination,and combines the specific climate questions to analyze and summarize the effective strategies for solving the geographical problems.Among them,the effective problem solving strategies of multiple choice questions include the third trial method of "examining materials-examining questions stem-examining options".There are also eight problem solving strategies,such as direct selection,elimination,image-text conversion,superior selection,comparative method,logical reasoning,reverse thinking,easy before difficult method.The effective problem-solving strategies of comprehensive problems include the common three-step method of "examination-analyzing-answering questions",the method of causality inverse inference,the method of thinking guide diagram,the method of solving problems of the integrity principle of physical geography environment,the method of solving problems by constructing models and so on.To sum up,in this paper,on the basis of reading a large amount of academic literature,the literature method,classification,statistical method,experience method,questionnaire investigation and case analysis and other research methods,closely related to the specific requirements of the new curriculum standard,and the contents of the knowledge to dig deeper into the high school geography and climate in the project,not only to the whole climate related knowledge structure was summarized and the sorting,also for nearly five years college entrance examination examination in specific geographic national volume method are analyzed in depth,combining with the knowledge of high school students on the climate of concrete based on the analysis of the problem solving,puts forward the relevant problem-solving strategies. |
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