A Study On The Teaching Design And Practice Of High School Geography Under The Background Of Education Informatization 2.0

Due to the rapid development of information technology,education informatization 1.0 has advanced to 2.0,and information technology and teaching are changing from "shallow" to "deep integration".The research on geography teaching in Senior High School under the background of educational informatization 2.0,although there have been some research and practical results,there are still some problems.For example,there is a gap between theoretical research and implementation,there are few studies on the improvement of the informatization teaching ability of geography teachers,and the integration of geography courses and information technology needs to be innovated.This dissertation analyzes the existing literature and research results,combines the current research progress and existing problems,and determines the following research contents: Research the new ways of high school geography teaching under the background of informatization 2.0,including how teachers’ informatization teaching micro-ability guides the high school geography teaching,and how to use appropriate informatization teaching resources in high school geography teaching.In this dissertation,questionnaire and interview are used to investigate the current situation of information-based teaching and ability improvement of geography teachers in senior high school.The results show that the implementation of school teaching needs to be updated urgently,which can stimulate teachers’ teaching enthusiasm;Teachers’ teaching ability needs to be improved and teaching methods need to be optimized;Teacher training is worth carrying out,and the training methods need to be improved.Based on the situation above,this paper studies and puts forward the principles of designing teaching under the background of informatization 2.0,which are as follow: Optimize and deal with the teaching content and adhere to scientificity;Integrate innovative information technology and exert creativity;Explore a variety of teaching methods,emphasizing the cultivation of students;Micro-capability is the basis for action,and it should reflect development.At the same time,relevant teaching design strategies are put forward in a targeted manner.They are as follow: Taking the goal as the premise and following the curriculum standards and teaching materials;Make good use of data analysis based on learning situation;Create learning situations with technology as the key;Focus on resources and assist the implementation of teaching;Taking evaluation as the guideline,promotes teaching development.According to the current problems and the proposed teaching principles,this research adopts an empirical method to design and implement the case studies of "coastal landforms" and "nature of sea water",and then propose corresponding strategies.In the lesson examples,geography-specific website resources such as Earth Null School,National Oceanographic Data Center,Mozaik virtual simulation program and other information-based teaching resources are used.The lesson examples are designed for high school geography teaching in a multimedia teaching environment and a blended learning environment.By testing the classroom teaching results of the experimental group,the experimental class is evaluated by using the classroom teaching questionnaire,which includes the teaching implementation process and teachers’ teaching behavior and ability.The result verifies the effectiveness and feasibility of this study.The study results show that the information-based teaching ability of geography teachers can be improved by connecting geography teaching with the improvement of information technological teaching application ability.In the information-based classroom environment,students’ core literacy and information literacy are cultivated,and the fundamental task of " high moral values establishment and people cultivation " is implemented.