Research On Geography Teaching Strategy In High School Based On The Model Of Allosteric Learning

The General High School Geography Curriculum Standards(Revised 2022,2017 Edition)point out that students are encouraged to think independently and discuss with each other,learn through independent,cooperative and inquiry ways,and geography teaching is shifted from the traditional teaching method to a "student-centered" teaching method,with more emphasis on individual differences and the cultivation of students’ comprehensive abilities.The Allosteric Learning Model takes a learning perspective by investigating students’ prior knowledge and designing appropriate teaching and learning activities to promote the development of students’ integrated geography skills.Therefore,there is an urgent need to understand the current situation of allosteric learning models in high school geography teaching and to explore corresponding teaching strategies,which are important to promote the development of secondary school geography teaching.This study investigates the current situation of high school geography teaching based on the allosteric learning model from the perspective of students and teachers by using questionnaires,based on the combing of domestic and foreign research on the allosteric learning model,and taking Piaget’s epistemology of occurrence,Bashra’s epistemological disorder and Vygotsky’s cultural history development theory as the theoretical basis.The investigation results show that students are keen on communicative classes,teachers’ recognition of the allosteric learning model is high,there is a lack of trust in the classroom atmosphere,the learning of confusing knowledge is boring and not easy to discern,the use of conceptual bodies is too homogeneous,the cognitive conflict in the classroom is belittled and the design of the variable teaching environment faces difficulties.Based on the analysis of the survey results,an investigation of the teaching strategies and teaching implementation process of high school geography based on the allosteric learning model was carried out.Among them,the teaching strategies of high school geography based on the allosteric learning model include the six teaching strategies of stimulating the desire to learn and provoking students’ questioning,developing multiple confrontations and inducing the transformation of conceptual bodies,creating an atmosphere of trust and encouraging bold speech,invoking knowledge at the right time and promoting knowledge fixation,borrowing thinking aids and constructing conceptual systems,and initiating reflective cognition and forming a way of thinking.The implementation process of teaching based on the allosteric learning model is divided into four steps: understanding students’ conceptual bodies and creating a allosteric environment;implementing a allosteric environment to induce conceptual body imbalance;providing supporting materials to guide conceptual body transformation;and summarizing old and new knowledge to consolidate old and new conceptual bodies.Finally,empirical exploration of teaching strategies in this study will be conducted through teaching practice.This article adopts experimental research and classroom observation methods to explore the feasibility and effectiveness of the proposed teaching strategies.The results showed that the average score of the experimental class was higher than that of the control class,and the classroom performance was better than that of the control class.Therefore,the practical teaching based on the teaching strategy and implementation process of high school geography based on the allosteric learning model can effectively improve the effectiveness of geography classroom,better help students understand the knowledge and improve their overall geography ability.