Research On The Development And Practice Of Local Geography Curriculum Resources In Senior High Schools In Guiyang,Guizhou Province

Under the background of "new curriculum standards,new teaching materials,and new college entrance examinations",high school geography teachers should keep pace with the times,update their teaching concepts,strive to improve their professional quality,pay attention to geography in life,and pay attention to rural geography teaching.Rural geography teaching is an effective way to cultivate high school students' core literacy of geography,and the development of rural geography curriculum resources is the basic condition for realizing rural geography teaching.By reading and sorting out relevant literature at home and abroad,it is found that there are few studies on the curriculum resources of rural geography in Guiyang.In order to make up for the lack and inadequacy of the current research,a questionnaire survey was carried out on the high school geography teachers and students in Guiyang City by means of random distribution of questionnaires,in order to analyze and summarize the problems existing in the development and practice of rural geography curriculum resources in Guiyang City.The research results show that the current problems are as follows: First,the teacher level.On the whole,high school geography teachers in Guiyang have a strong awareness of rural geography teaching,but due to various factors,the frequency of rural geography teaching is not high.As a result,the resources of rural geography courses developed in Guiyang are concentrated and the form is relatively simple,and most of the resources of rural geography courses are still in an undeveloped state;it is difficult for teachers to obtain the rural land map of Guiyang City;and the practice of rural geography is insufficient.Second,the student level.The "fragmented" examples are difficult to help students learn rural geography;students prefer to learn in real situations,and hope to participate in more practical activities of rural geography;in their daily learning,students do not read enough of Guiyang's rural geography books and maps,and they are not interested in Guiyang.The knowledge of rural geography is relatively low and needs to be strengthened.In response to the above problems,based on the overview of resources in Guiyang City,with reference to the new curriculum standards and the Interpretation of General Senior High School Geography Curriculum Standards(2017 Edition,revised in 2020),the on-campus rural geography curriculum resources suitable for high school geography teachers' teaching and students' learning in Guiyang City are sorted out in detail.(cases,teaching aids,micro-courses,geography teaching graphics,etc.)and off-campus rural geography course resources(geography practice base).Guided by the new curriculum standard and the content of new textbooks,combined with the actual needs of high school geography teachers and students in Guiyang,it is clear that the development must follow the principles of scientificity,comprehensiveness and operability.There are four forms of rural geography curriculum resources,namely,rural geography micro-course,rural geography teaching design,and rural geography social survey plan.In the practice of rural geography curriculum resources,the rural maps such as topographic maps and land use maps of Guiyang are applied to the rural geography micro-lectures of "Karst Beauty of Guiyang","Guiyang,a City of Development" and "Karst landforms".Urbanization"teaching design.Relying on "schools,families and society",the rural geography practice activity of "Social Survey of Commercial Service Industry Location Factors on East Yan'an Road in Guiyang City" was carried out to test the development results,summarize and reflect in a timely manner,and think about improvement measures.Through the research,the necessity of the development and practice of rural geography curriculum resources is verified.The research results can help teachers to enrich teaching content,enhance students' awareness of their hometown,and cultivate students' sense of pride and belonging to their hometown,which is of far-reaching significance.