A Study On Teaching Strategies To Cultivate Junior Middle School Students’ Geographic Practicability Based On Textbook Inquiry Activities

In 2022,the Ministry of Education issued the new "Geography Curriculum Standards for Compulsory Education"(hereinafter called the new curriculum standards),which clearly put forward the requirements for the cultivation of geographic practicability for junior middle school students.However,in the actual geography teaching process,the cultivation of junior middle school students’ geographic practicability literacy is limited by multiple factors.The geography textbook is an important carrier for cultivating junior middle school students’ geography core literacy,and the activity section of the textbook has the most direct and profound reflection on the cultivation of junior middle school students’ geographic practicability.In the context of the new curriculum standards requiring teachers to update their educational and teaching concepts according to the changes in geography curriculum standards and textbooks,this thesis guided by Bruner’s discovery learning theory,Gagne’s information processing learning theory and "learning by doing" theory,using the literature research method,content analysis method,questionnaire survey method and action research method to conduct research on teaching strategies for cultivating junior middle school students’ geographic practicability based on textbook inquiry activities,taking PEP The Human Geography textbooks as an example.And the following conclusions were drawn:(1)Through reading the relevant literature,it is found that research on geography textbook activities is not closely enough linked to the cultivation of geography core literacy among junior middle school students,and there are fewer studies on teaching and learning related to cultivating junior middle school students’ geographic practicability based on textbook inquiry activities.This thesis takes the comprehensive inquiry activities of the Human Geography textbook as the research object,applies Gagne’s information processing learning theory,classifies textbook inquiry activities into three major types: cognitive,practical and communicative.Theoretically confirm the value of the textbook inquiry activities for the cultivation of geographic practicability in conjunction with the requirements of the new curriculum standards.The teacher-student questionnaire survey revealed that the main reasons for teachers’ failure to make efficient use of textbook inquiry activities and effectively cultivate junior middle school students’ geographic practicability are: schools’ low attention to the geography subject,low operability of some parts of the inquiry activities and teachers’ low level of professional literacy skills.(2)Combining the analysis of textbook inquiry activities and questionnaire survey results,using Bruner’s discovery learning theory and "learning by doing" theory,proposes teaching principles and strategies for cultivating geographic practicability in junior middle school students based on textbook inquiry activities: goal-oriented principle,student subjectivity principle,geography practice principle,teacher guidance principle and activity feasibility principle;clarifying the requirements of geographic practicability cultivation in the new curriculum standards,combining local geography resources with teaching design,attaching importance to students’ subjectivity and interest in inquiry,flexibly arranging students’ geography practice activities,strengthening teachers’ awareness and ability of geography practice,using modern information technology to improve practice efficiency,enriching the way of displaying geography inquiry practice results and improving the evaluation system of junior middle school students’ geographic practicability teaching strategies.(3)Five teaching cases were designed according to the teaching principles and strategies.A comparison of the results of the paper-and-pencil tests and the scores of the geography practice literacy assessment of the students in the experimental and control classes shows that the above teaching principles and strategies can effectively deepen students’ understanding of geography practice knowledge,improve their geography practice action ability and develop their geography practice will quality.