A Study On The Implementation Strategy Of Living High School Geography Teaching

In the face of the new requirements of social development and the rapid changes in education and teaching,we must reform and innovate teaching methods to meet the challenges of modern and new-age education.The International Charter of Geography Education has given impetus to the reform of international geography education,which proposes that geography teaching should revolve around real life.After the 18 th Party Congress,the demand of "implementing the fundamental task of establishing moral education and developing quality education" has been clearly reflected and implemented in the teaching of general high school curriculum and standards in China,and the geography education reform in the new era has highlighted the feature of "integration of geography and life".The new curriculum of high school geography in 2017 proposes to pay attention to the cultivation of students’ geographic literacy,and the literacy of "geographic practice",which is closely related to life,is one of the four core literacies of geography.Modern geography education should enable students to transfer knowledge from books to concrete life practice,cultivate students’ ability to apply geographic knowledge,and master the necessary character and ability to use geographic thinking to solve problems in real life situations.Therefore,the implementation of geography teaching life has the inevitability of the times.However,in real life,high school examination results are still the main index to measure students’ knowledge level and development ability,and many geography teaching only stays at the level of knowledge transmission,lacking the reference of life examples.Students under this kind of education do not have the cognition of geographic thinking for the real social environment that can be touched,and the geographic expertise learned by students cannot solve practical problems,and students cannot adapt to the social development out of school.This provides an opportunity for us to conduct research on the living of geography teaching.Based on geography literacy,this thesis analyzes and summarizes the current situation of the implementation of living geography teaching at home and abroad by reading literature and collating academic results.We take the new high school geography standard of 2017 edition,education theory and educational psychology theory as the guiding basis,and take geography teachers and students of the school I teach and some graduates as the research subjects.The research was conducted through questionnaires and interviews.Through analyzing the current implementation status of living geography teaching in our school,we found that most of the teachers and students agree very much with living geography teaching and put it into practice,but there are also problems such as lack of geography experience in students’ life,insufficient learning of teachers’ concept of living geography teaching,insufficient integration of living material resources,uneven implementation of living geography teaching links,and lack of reflection on living teaching evaluation at the high school level,and so on.There are many limitations in the implementation of lifelike geography teaching because teachers’ educational and teaching tasks and students’ classwork burdens are heavy.In view of the problems and difficulties encountered in the implementation of the living geography teaching,this paper proposes the following coping strategies:(1)change teachers’ teaching philosophy,promote their own professional growth through learning and mutual assistance,and adjust their teaching strategies in time to adapt to the development of students’ abilities.(2)Pay attention to the integration of living material resources in the curriculum,and be good at collecting and processing living geography materials from film and television materials,current affairs hotspots,life experiences,local geography and other resources in general.(3)Pay attention to the interdisciplinary knowledge linkage,and cultivate students’ comprehensive thinking of linking and integrating the contents of different disciplines into a systematic knowledge system.(4)To make the teaching process lifelike and people-oriented,to stimulate students’ desire for knowledge,to guide them to think deeply,and to let them acquire life-giving geographic knowledge.(5)Create a harmonious teacher-student relationship and promote teaching and learning.Implementing these strategies in actual teaching can really make students understand geographic expertise more easily,help them to use geographic thinking to solve problems in life,achieve better learning results and can have a positive impact on their lifelong development.Finally,the author takes the third chapter of Chapter 3,the Application of Global Positioning System as a case study,and proposes how to carry out effective design in the implementation of geography teaching life,in order to provide some reference for the implementation of geography teaching life.