Research On Problem Chain Design Of Situational Teaching In High School Geography Classroom

The core literacy-oriented high school geography teaching pays more and more attention to cultivating students' creative ability to solve complex and practical problems in real situations.This requires teachers to design effective questions based on relevant geographical situations in the classroom,improve students' learning motivation,and guide students to personally Participate,actively explore,and learn to identify and solve problems.Based on this,this paper studies the improvement strategies of teaching implementation by exploring the current situation of problem chain design in high school geography classroom situational teaching,in order to optimize the teaching effect and improve students' problem-solving ability,which includes the following four parts:The first part presents the research topic.Firstly,the background of the research is introduced,relying on the Chinese Academic Journal Network Publishing Database(CNK),the relevant research achievements at home and abroad are reviewed,and the theoretical and practical significance,design ideas and methods of the research are briefly introduced.The second part mainly defines the related concepts such as situation and situational teaching,problem and problem chain,big concept and basic problem,and confirms the theoretical support of situational cognition theory,Ub D theory and experiential learning circle.The third part,based on the theories of situational cognition,basic problems,big concepts,experiential learning circle,etc.,through video observation and analysis,supplemented by teacher and student questionnaires,interviews and classroom observations,etc.,analyzes and concludes the high school geography classroom teaching The current situation of problem chain design in real-world situations is insufficient.In the fourth part,aiming at the current situation,it proposes the optimization strategy of situational teaching of geography classroom in senior high school:(1)Interpret the teaching objectives and discover the favorable factors for cultivating the core literacy of geography.(2)Accurately refine big concepts based on Ub D theory.(3)Use basic questions to implement the goals of geography teaching.(4)Create a real geographical situation based on the teaching theme.(5)To develop and design problem chains that are conducive to inquiry based on the development of learning situation.The fifth part is to test whether the strategy is effective.This paper selects "Common Weather Systems-Fronts and Weather" in the 2019 Mid-Plate Geography Essentials 1 textbook as an example to determine the expected results,determine appropriate evaluation evidence,and design learning.The reverse teaching design is carried out in three stages: experience and teaching.