Application And Practice Of Reverse Design In Geography Teaching Of Senior High School ——Taking Gaizhou No.2 High School As An Example

with the change in the concept of education and teaching and the change in the mode of personnel training,China's traditional teaching model with teachers as the main body and "full house irrigation" as the main teaching method can not meet the requirements of contemporary society and it need to constantly innovation concept,the introduction of a more suitable teaching mode."Reverse design" is a new teaching model that is different from the traditional teaching model and can overcome the "indoctrination" of traditional teaching,promote the cultivation of students' geographical core literacy and meaningful learning,and deepen their understanding of knowledge not just stay on the surface of "knowing".Reverse design is relatively mature in foreign countries,but the research on reverse design in China is weak.Secondly,a questionnaire survey was conducted among the students and teachers in the school where the education practice is held,so as to know the teaching status of the first-line geography teachers and the learning status of the students in Gaizhou No.2 High School.Thirdly,based on the results of the questionnaire survey,problems were identified,suggestions were made to solve them,and the "three stages" of reverse design and the teaching design framework were used to design the appropriate teaching content in are verse way.Finally,a controlled experiment was conducted from October to December to examine the effectiveness of the reverse design and to provide a basis for promoting the use of reverse design in the teaching of geography in senior secondary schools.The results of the questionnaire survey showed that teachers used traditional teaching design methods,relying more on teacher's guide books and other people's teaching designs,and lacked independent design,but were willing to try to change their teaching design methods,including reverse design,which is less understood at present.Students have a low level of reverse thinking,with an average score of 5.37;they are interested in geography,but only a small number of them find it enjoyable,transferable and understandable;and they expect teachers to use a variety of teaching designs.Based on the results of the questionnaire,the problems of teachers and students in reverse design are identified and suggestions are made to address them.The three stages of reverse design and a preliminary design framework provided by Wiggins and Mc Taggart were used to select content suitable for reverse design and to practice teaching against it.After three months of teaching practice,undertake to the student questionnaire again,compared with before the teaching practice the students had a more positive classroom atmosphere,could better keep up with the pace of the classroom,and could get the results of the questions quickly and orderly.Moreover,through the test,the students' test scores and reverse thinking level have also been significantly improved,and the reverse thinking level has increased to 6.37.The experimental results show that the reverse design is suitable for teaching geography in China' s high schools,adapts to the current trend of educational reform,and it meets the requirements of the new curriculum and is an effective teaching design.The reverse design of "beginning with the end" not only broadens the way teachers evaluate and enriches their teaching design,but also promotes students' learning motivation,their understanding of knowledge and the cultivation of core literacy in geography,and provides some reference for front-line teachers to adopt the reverse design for teaching.