Research On The Application Of High School Geography Problem-based Teaching Based On Scale Thought

Since the new era,China has been continuously promoting education reform.The ’ Ordinary High School Geography Curriculum Standard(2017 Edition)’ issued by the Ministry of Education clearly puts forward the training requirements of geography core literacy,and points out that problem-based teaching is an important teaching method of geography education in middle schools.At the same time,the new geography curriculum standard also proposes that students should learn to understand the geographical environment from the perspective of space-region,and pay full attention to scale thought.Geography teaching is inseparable from the thought of geography,and the teaching of geography can effectively highlight the characteristics of geography.Scale thought is consistent with the problem-based teaching advocated at present.Problem-based teaching based on scale thought cultivation,literacy first,and overall teaching,which helps students to find and explore geographical problems more deeply and systematically.However,under the condition of insufficient research guidance and heavy teaching tasks,teachers are not fully aware of the concept of problem-based teaching or the connotation of scale thought.Based on the fact that the application of scale thought training in high school geography problem-based teaching is not ideal,the research starts from the theory of the zone of proximal development,carries out a questionnaire survey on the current situation of high school problem-based teaching,finds out its existing difficulties and problems,analyzes the reasons,constructs a problem-based teaching design process integrated with scale thought training,and explores its effectiveness in practical teaching practice,in order to provide practical reference for front-line geography teachers in high school geography problem-based teaching based on scale thought training.According to the questionnaire survey of the current situation of geography problem-based teaching in senior high school,the following problems are found : First,the problem situation is difficult to design for the current front-line teachers,which leads to the formalization of problem-based teaching,the lack of enthusiasm for the creation of teachers,and the low participation of students in the classroom and the poor problem awareness;second,the penetration of scale thought in middle school geography teaching is poor,teachers lack the support of subject thought in teaching design,and the importance of subject thought needs to be further strengthened.Third,there are few cases of high school geography problem-based teaching based on scale thinking,which cannot provide reference for front-line teachers.In view of the above problems,I conducted a questionnaire survey from the two levels of teachers and students.Based on the literature research and survey results,I constructed a problem-based instructional design process that integrates the cultivation of scale thinking.Specifically,the five design links are ’ curriculum standard orientation-preset problems,pay attention to scale size ’,’create situations-ask questions,excavate spatial and temporal characteristics ’,’ knowledge association-clear problems,pay attention to scale connection ’,’ cooperative inquiry-solve problems,learn scale conversion ’,’ summarize evaluation-deepen problems,implement scale thinking cultivation ’.Based on the constructed process,in order to verify its feasibility,this study takes the chapter " Movement of Atmosphere " in the selective compulsory 1 of the 2019 edition of the People ’s Education Edition as an example,designs relevant teaching cases,and carries out empirical research in middle schools.Combined with the results of teaching practice,the feasibility of the case in the application of methods is analyzed.