Design And Application On Scientific Writing Tasks System In Geographical Teaching Of High School

Scientific writing means that students reflect,process and reconstruct the concepts,principles and laws they have learned,and present their thinking process in words or other symbols.With the deepening of the new curriculum reform in China,scientific writing becomes more and more important in science education.This research mainly adopts text analysis,action research methods,focus group method and interview method.First of all,"Scientific Writing Task ‘4+12’ Analysis Dimension Table" and "Comparison Table of Science Writing Task Coding" are used to sort out and analyze scientific writing tasks in Chinese and American high school geography textbooks.The author selects PEP geography textbooks for high school in China,with a total of five volumes.In the United States,three textbooks of Scientific explorer’ Geography:Geology,the Environment and the Universe translated by Zhejiang Education Publishing House are selected.On this basis,the characteristics of writing task setting in the two editions are summarized as the basis and reference of scientific writing task design.Secondly,the task system of geography textbook is planned and designed in the educational concept,goal and principle of geography writing in senior high school,and the system is evaluated and improved by making interview questionnaires for students and teachers.Finally,The author selects two geographical writing tasks in the system for teaching practice,and quantitatively analyzes 78 writing works of students in Beijing Fang Shan Experimental High School from the aspects of language expression and writing content by using the existing "Scientific Writing Evaluation Scale" with good reliability and validity.The results show that:(1)The analytical research of textbooks shows that the number of PEP geography textbooks is small,and the writing types,writing themes and writing scenes need to be improved.(2)The assessment results of scientific writing tasks show that the difficulty of geographical writing task is moderate,the expression is clear,and it is closely related to students’ geographical knowledge and daily life.At the same time,there is some connection between different writing tasks.(3)The results of teaching practice show that: the students’ explanation in writing content is not complete enough,and the expression is too stiff and colloquial;In terms of language expression,it is impossible to express problems with fluent and coherent text language;A few students are very perfunctory about the task they set,using two or three simple descriptions.In view of the above studies,the following conclusions are drawn:(1)The task system of science writing in PEP textbooks needs to be improved;(2)The geographic writing task system of high school designed in this study has a good structure and substantial content;(3)Students’ scientific writing skills need to be improved.In addition,the author puts forward some suggestions on the aspects of textbook compilation,teachers’ teaching and teachers’ professional development,such as setting up a column of scientific writing in textbooks,systematically training students in writing and training teachers in scientific writing.