| With the promulgation of the 2017 edition of the "General High School Geography Curriculum Standards" and the Ministry of Education’s new college entrance examination reform plan,how to respond to the requirements of the core literacy of geography,and to cultivate students’ problem awareness in geography teaching has become an important research topic in high school geography teaching.Question awareness is of great significance to the cultivation of the core literacy of geography,especially the comprehensive thinking ability of students.Therefore,in order to optimize the effect of question awareness on the development of students’ geography learning,it is necessary to grasp the current status and existence of the cultivation of student question awareness Problems,formulate corresponding and feasible training strategies,and design teaching case courses that highlight the cultivation of problem awareness.On the basis of clarifying the concept of student’s problem awareness training and geography teaching,the literature research method,questionnaire survey method,observation method and case study method are used to investigate the attitude and current situation of high school students and geography teachers on the problem awareness training to formulate scientific and feasible Cultivation strategy,and applied problem teaching to design two teaching cases to cultivate students’ problem awareness,and obtained the following research conclusions:(1)Through literature review,it is found that the research on geography teaching to cultivate students’ problem awareness has shifted from the theoretical level to the practical level.In the beginning,many scholars conducted a lot of research on the concept,meaning,training strategy and problem teaching model of problem awareness.Subsequent researches have appeared articles that explore verification through practical case design.(2)Through questionnaire surveys and classroom observations,it was found that high school students and geography teachers have a good cognitive level and knowledge base,and they can basically recognize the importance of problem awareness.The empirical survey found that most of the students showed high interest in the subject of geography.Teachers generally have a good theoretical foundation and teaching strength.Some teachers will try to use problem teaching and other teaching methods to stimulate students’ problem awareness while inheriting the advantages of traditional teaching.However,due to the pressure of entering the exam,differences in student quality levels,and teaching conditions Limitations and other factors still pose great challenges to the cultivation of problem awareness in practice.(3)According to the analysis of the questionnaire data and the requirements of following the curriculum standards,the following training strategies should be fully considered in consideration of the actual conditions: 1.Create problem-situation teaching with the characteristics of geography;2.Respect the law of students ’cognitive development and make use of geography question card teaching;3.Encourage students to study independently and stimulate questioning to cultivate innovative thinking ability;4.Change the traditional teacher-student relationship and create a harmonious and free learning environment;5.Construct a scientific and reasonable teaching evaluation system to increase the enthusiasm of students.(4)Through empirical case studies,applying problem teaching to carry out case design to cultivate students’ problem awareness,following the concept and process of problem teaching As an example,carry out problem teaching plan design,achievement display and summary analysis.The case connects the problem chain of the whole class with the problems of the real situation,transforms the real situation into a geographic problem and inspires the students to seek a solution to the problem,so that they can independently build a thinking network of the problem.Students can think positively under the problem teaching mode,and be able to find and propose relevant geographic problems is conducive to the cultivation of students’ problem awareness. |
