Practice Research On "Situational Problem Dual Driving" Teaching In High School Geography

The geography curriculum standard for Senior High School(2017 edition)puts forward the basic idea and curriculum structure system aiming at cultivating middle school students’ geographical core literacy.Teachers learn to use situation and problem-driven teaching,so that students can analyze and solve problems in the classroom,which is conducive to cultivating students’ problem awareness and exploratory thinking,thus improving students’ geographical core literacy.This paper is in reading,collecting and referring to a large number of literature and scholars’ research,from the problem-based teaching,situational teaching on the basis of research.Based on the domestic and foreign research literature on situation +problem-driven teaching and the author’s practice teaching,decided to carry out on high school geography classroom situation + problem-driven teaching model of the status quo and practice.Design and practice the teaching with the teaching content of“The earth surface shape”,and carry out the teaching with the teaching mode of“Situation +problem-driven”,the study included the following:The first part is introduction.This part introduces the background and significance of the double-drive teaching research of geography situation + problem in senior high school,summarizes the related research situation at home and abroad,and confirms the research after comprehensive reading and analyzing the materials.It covers research objectives,research contents,research methods and technical routes.The second part is the core concept definition and theoretical basis.This part mainly defines the concepts of situation,problem,geographical situation and situation +problem-driven teaching,this paper expounds the theoretical basis of its supporting effect on the double-driving teaching research of high school geography situation + problem.The third part is the high school geography situation + the question double-drive Teaching Present Situation Questionnaire survey,carries on the data collection and the processing.In this part,we investigate the current situation of situation + problem-driven teaching in geography class of senior high school.Firstly,we design the outline of questionnaire and interview,and distribute the questionnaire to students through the online questionnaire star,teacher interviews were conducted by offline data collection.The entire investigation process will be recorded,data analysis and finally come to a conclusion,summed up the problems of the investigation.The fourth part is the high school geography situation + the question double-drive teaching design method and the principle,adhering to the student-centered,textbook-based,teacher-guided,situation + problem-driven teaching method throughout the teaching,under the background of the new curriculum reform,the teaching aim is to set up geography core literacy as the basic teaching goal.Based on student-centered principle,step-by-step principle,pertinence principle,effectiveness principle,level principle and interest principle,teaching design is carried out.The fifth part is the design and implementation of the double-driving teaching case of geography situation + problem in senior high school.The following topics are summarized in the following sections: convective water geomorphology,eolian geomorphology,Kras,coast and glacier geomorphology.Through the design of lesson plans,classroom development of the situation to draw conclusions.The sixth part is the high school geography situation + question teaching strategy analysis,through the investigation and the analysis,discovers the high school geography situation + question double drive teaching existence question to give the pointed opinion and the suggestion,to help the current high school geography situation + problem-driven teaching further optimization and development.In the light of the main problems found in the research,the following teaching suggestions are put forward: highlighting the situation and the maximum benefit of the problem;doing well the preparation before class,perfecting the teaching design;highlighting the teaching contents and teaching objects;paying attention to the construction of knowledge levels;Stimulate students’ curiosity.The seventh part is the conclusion and the prospect,carries on the summary to the research conclusion,the insufficiency will make the adjustment and the revision in the future,will exert the situation + the question double-drive teaching to use in the high school geography teaching,to achieve its dual driving role,for the geography teaching brick.