Resech On Application Of Problem-Based Teaching In Geography Teaching Of Senior High School

In order to meet the needs of modern society for innovative and applied talents,my country has begun a comprehensive reform of the new curriculum.With the continuous advancement of quality education,various schools have begun to change their teaching concepts and explore new teaching methods.Geography classrooms in senior high schools have also begun to change their teaching methods,paying more attention to the cultivation of innovative and applied talents in the course of classroom teaching.Geography has the characteristics of comprehensive and regional,so students must have the ability of geographical thinking and the ability to explore problems.Teachers are required to cultivate students’ ability to discover,analyze and solve problems in the teaching process.The 2017 edition of the high school geography curriculum standards proposed in the implementation suggestion section that emphasis should be placed on problem-based teaching,which provided a new direction for the reform of high school geography teaching methods.Based on this,on the basis of constructivism theory,zone of proximal development theory and geography teaching theory,this paper adopts literature research method,questionnaire survey method,interview method and other research methods,taking Ningxia Xiji Senior High School as an example,to study problem-based teaching.Application in high school geography classroom.It mainly expounds the implementation principles,teaching modes and specific implementation steps of problem-based teaching in high school geography,investigates and understands the implementation status and problems of problem-based teaching in high school geography classrooms,and proposes measures to improve the quality of problem-based teaching according to the problems and designs teaching cases,and finally verify the effect of problem-based teaching through practice.The main conclusions are as follows:Based on the characteristics of problem-based teaching and geography discipline,this paper summarizes the teaching principles of problem-based teaching in senior high school geography,including the principle of problem situation living,the principle of science,the principle of gradient,the principle of flexibility,and the principle of suitability.The teaching methods mainly include unit type,theme type and project type.The specific implementation steps are: the first step is to select the situation and preset the problem;The second step relies on the situation to analyze the problem;The third step is to cooperate to explore and solve problems;The fourth step is to answer questions and summarize.From the results of student questionnaires and teacher interviews,it is concluded that the following problems occur in the implementation of problem-based teaching in high school geography classrooms: The class size is too large,and the teacher’s workload is too large;Teachers do not understand the true meaning of problem-based teaching;Teachers tend to neglect students’ dominant position in actual teaching;Student participation is low,and the ability to discover,ask,and solve problems is low.Aiming at the existing problems and combining with the actual teaching situation,this paper proposes strategies to improve the quality of high school geography problembased teaching: First of all,it is necessary to change the teaching concept and innovate the teaching method;Reduce class size and prepare lessons collectively;Actively promote the question-based approach;Develop students’ problem awareness and problem-solving skills.After designing specific teaching cases and carrying out teaching practice,the fuzzy comprehensive evaluation method is used to evaluate the teaching effect,the overall score was4.0223,3.9178,39490,which was between very good and good.However,in the process of practice,we found that there are still problems,so we put forward suggestions to improve the problem-based teaching of senior high school geography: Teachers should rely on the problem situation to optimize the problem design;Teachers should self-study and improve their professional quality;Students should actively participate and actively cooperate.