Research On The Application Of Thematic Situational Teaching In Junior High School Geography Review

With the promulgation of the 2022 edition of compulsory education geography curriculum standards and the trend of situational geography proposition,the traditional passive review classroom can no longer meet the needs of junior high school students’ geography review.The2022 edition of compulsory education geography curriculum standards emphasizes the cultivation of students’ geographical core literacy,and proposes to build a thematic framework in teaching.The academic level test proposition adheres to the concept of literacy and emphasizes the investigation of students’ ability in real situations.How to improve the disadvantages of traditional review lessons and adapt to the development trend of literacy-oriented curriculum reform has become a difficult problem in the teaching of junior high school geography review lessons.Therefore,this study attempts to construct the teaching principles,strategies and implementation process of thematic situational teaching in junior high school geography review class,and develop and design teaching cases,in order to improve the disadvantages of traditional review class,optimize and enrich the teaching methods of junior high school geography review class,improve students’ thinking ability,and then comprehensively develop students’ geographical core literacy.This study analyzes the research status of situational teaching,thematic situational teaching and thematic situational teaching in geography review class at home and abroad through literature analysis.On this basis,relevant concepts are summarized and the theoretical basis is determined.Through the questionnaire survey,the junior high school geography teachers who work in the teaching first-line were investigated to understand the current situation of junior high school geography review classes and the application status of thematic situational teaching,and found that there were many problems.Based on the above investigation and research,this paper puts forward three teaching principles of thematic situational teaching in junior middle school geography review class: subjectivity principle,integrity principle and enlightening principle.The thematic situational teaching design strategy is constructed : combing the textbook curriculum standard and grasping the review content;select the theme situation,serial review clues;create inquiry activities and construct the main line of review;and the implementation process of thematic situational teaching in junior high school geography review class,including :(1)Situational lead-in,Integration into the theme;(2)Task-driven,Fusion theme;(3)Migration and application,Bringing the theme together and understand thoroughly;(4)Knowledge integration,Digesting and summarizing the theme;(5)After-class expansion,Creating theme.In the theme situation type,the research divides the theme situation into six types: ‘news event’,‘video resources’,‘biography’,‘game competition’,‘life common sense’ and ‘tourism adventure’.According to these six types,the corresponding review lesson teaching cases are developed and designed with the junior high school geography textbook of Hunan Education Edition as an example.Then through the case analysis method and the action research method,the teaching practice of the theme situation review class case of‘tourism adventure’ is carried out,and the results of the questionnaire survey,classroom observation and chapter test after class are compared and analyzed.Finally,the practical effect of the theme situation teaching in the junior middle school geography review class is demonstrated.The research shows that it is feasible to apply thematic situational teaching to junior high school geography review class.Thematic situational teaching is effective in improving students ’ interest and effect in revision,ameliorating the disadvantages of traditional review lesson,and promoting students’ ability to deal with situational test questions,which is conducive to the development of students’ core geographic literacy.