Research On Localization Teaching Of High School Geography Based On Students’ Daily Life

The 2017 Senior High School Geography Curriculum Standards clearly put forward that the goal of geography teaching is to cultivate students’ four core qualities,emphasizing that geography teaching should be closely linked to students’ life experience,so that students can learn useful geography for their lifelong development in a large class of nature and society.The sense of place arises from the interaction between people and places,and is a sense of experience given to places by people.Cultivating students’ sense of place helps to implement regional cognitive literacy and enhance students’ value identification and emotional attachment to their hometown and place.The research on localization of geography teaching in senior high school provides a new perspective and path for the implementation of the core quality of geography,helps students transfer and apply the geographical knowledge in class,and cultivates students’ sense of place at the same time,which can not only meet the local needs,but also fulfill the fundamental educational task of "cultivating morality and cultivating people".Based on the cultivation of students’ core quality of geography,this paper carries out localization teaching on the basis of students’ daily life to enhance students’ sense of place.The full text is divided into six parts:The first part is introduction.Combined with the relevant requirements of geography teaching reform and the trend of college entrance examination,it has certain theoretical and practical significance to carry out the research of geography localization teaching in senior high school based on students’ daily life.Consult relevant literature to analyze the research status at home and abroad,and formulate a research plan according to the research significance and research status.The second part is the core concept and theoretical basis.Define the concepts related to geography localization teaching such as "place","sense of place","geography core literacy" and "localization teaching",and sort out the theoretical connotations related to geography and pedagogy.Try to use "sense of place theory","landscape perception theory","life education theory","naturalistic education theory","constructivism learning theory" and "humanistic learning theory" as the theoretical basis of this paper to guide the research and writing of this paper.The third part of high school geography localization teaching survey.A questionnaire is designed to investigate the current situation of geography localization teaching in Hanzhong Middle School from two aspects: the sense of place and the cultivation of geography core literacy,and the data are recovered and analyzed.The results show that the students’ sense of place is inadequate;The cultivation of students’ geographical core literacy tends to be examoriented;Students expect to carry out localization teaching;There is insufficient connection between geography teaching and students’ life.The fourth part of high school geography and local knowledge mining.Read the literature to clarify the concept and investigation procedure of participatory observation.Through the participatory observation of the "home field" and "school field" of students’ daily life,the daily life and activity track of students are understood,the regional spatial structure is constructed from the perspective of human geography,and the local knowledge that can be used in the localization teaching of high school geography is mined.The fifth part of high school geography localization teaching strategy.Based on the investigation and analysis of the current situation of geography localization teaching in senior high school,this paper constructs a geography localization teaching model based on four principles: local knowledge as the foundation,geography core literacy as the main line,solving practical problems as the orientation and cultivating a sense of place as the goal.Secondly,based on the participation observation of "home field" and "school field",this paper puts forward the specific strategies to carry out the localization teaching of high school geography.The sixth part of high school geography localization teaching case design.Taking "Flowing water landform" and "Agricultural location Factor" as examples,two localization teaching cases of high school geography are designed to integrate localization teaching strategies into geography classroom teaching,test the feasibility of localization teaching strategies of high school geography,and provide teaching case references for other teachers to carry out localization teaching.