Design And Practice Of High School Geography Problem-type Teaching Case Integrating Local Materials

Question-based teaching is an important teaching method to cultivate students’ geographical core literacy.Local materials play a special role in high school geography teaching.The integration of problem-oriented teaching and local materials is convenient for students to form knowledge framework,construct thinking logic,apply the knowledge learned to solve common geographical problems and phenomena in daily life,cultivate students’ feelings of home and country and improve their thinking ability of analyzing and solving problems.This paper will use constructivism,humanism and SOLO classification theory and other educational theories to conduct in-depth exploration of the design and practice of high school geography problem-type teaching cases integrating local materials.The specific contents include the following parts:The first part:To understand the present situation of problem teaching in guangxi senior high schools using local geography materials.Through the teacher’s questionnaire,it is preliminarily realized that the current situation of geography problem-teaching in high school integrating local materials is not optimistic,and the existing problems of local geography materials and problem-teaching are found.Teachers do not attach much importance to the design and implementation of local geography materials,the reasons are as follows: the ability of teachers to design high school geography problems teaching needs to be improved;The consciousness of exploiting local geographic material resources is still shallow.Through the questionnaire,it is found that the current high school students have less awareness of local geography around them.The reasons are as follows: lack of awareness of finding and exploring the problems around them;They paid less attention to geographical phenomena and hot current political issues.The second part:According to the results of the questionnaire survey,this paper proposes a teaching case design strategy of high school geography with local materials.The design strategy will be conceived from four aspects of target setting,content selection,implementation process and implementation evaluation,respectively:(1)target setting: based on the analysis of the new curriculum standard and learning situation,the classification of local geographic materials.(2)Content selection: close to students’ life experience,in line with students’ cognitive level;Combined with the hot topics of national politics,permeate the nature of education of the discipline;Selected examples of geographical thinking structure reflect the value essence of the course.(3)The implementation process is divided into five steps: creating local context and putting forward geographical problems;Integrating teaching contents and developing problem citation;Set up gradient problems and organize exploration and discussion;Group cooperation and communication,solve problems together;Timely evaluation feedback,after-class extension.(4)The implementation evaluation is based on four aspects:classroom observation scale,students’ paper-and-pencil test,teachers’ feedback and classroom self-reflection.Thus,it provides a theoretical basis for the design of high school geography teaching cases integrating local materials.The third part:This paper takes the problem-oriented teaching as the core point,takes local geography as the source of materials,selects fruit transformation demonstration area of Pingguo County and beautiful South of Nanning(namely Zhongliang Village)as local materials to design geography problem-oriented teaching cases for senior high schools and carry out practical research.In order to provide a reference example for high school geography teachers to design and implement problem-oriented teaching by integrating local materials and optimize the geography problem-oriented teaching system.The fourth part: This paper expounds the principles of case implementation:authenticity,validity and scientificness.The implementation process is mainly divided into three stages: pre-class,mid-class and post-class,and the implementation evaluation is conducted from the perspectives of the audience,students and lecturers.The feasibility and effectiveness of the implementation of question-based teaching of senior high school geographic local materials are demonstrated through the analysis of practical effects obtained by the teachers according to the grading of class observation scale,student learning evaluation index,after-class interview and classroom reflection of the lecturers.