Design And Application Of Virtual Simulation Experiment In High School Geography Teaching

With the development of the information age in education,and in the context of the construction of quality teaching resources,the teaching methods in the high school geography classroom have undergone major changes according to the requirements of the new curriculum reform.Although geography is a natural subject of inquiry based on practice,there is a lack of mature practical resources available in secondary school geography teaching.Traditional simulation experiments are limited in their ability to show the spatial and temporal distribution of the geography subject,and many schools are limited by the lack of laboratories,shortage of funds,tight class time and difficulty in ensuring safety,making it difficult for teachers to lead students to experience real experiments or participate in field practice In this paper,the use of virtual simulation in higher education is a key element in the development of a new approach to the field.In view of this,this paper uses the virtual simulation experiment resources of universities to assist in the teaching of high school geography to design a teaching case,combining virtual simulation experiments with secondary school geography teaching,in order to achieve the teaching effect of intuitive,concrete and vivid observation of geographical things and phenomena,effectively implementing students’ core literacy in geography and experiencing the process of scientific inquiry.This paper firstly analyses the current situation of domestic and international research on secondary school geography experiments,virtual simulation experiments of various subjects in secondary school,and secondary school geography virtual simulation experiments from macro to micro perspectives,based on geography teaching theory,cognitive load theory,information processing theory and Dewey’s "learning by doing" theory as the guiding basis.The theoretical framework of virtual simulation experiments in secondary school geography is constructed.Secondly,the number,type and content of experiments in the Xiangji version of the high school geography textbook were selected and compared through the content analysis method,and the current situation of teaching virtual simulation experiments in high school geography was investigated by using the Delphi method and questionnaire survey to understand teachers’ knowledge and attitude towards virtual simulation experiments in geography.Finally,using the literature research method and the case design method,the necessity of integrating virtual simulation experiments into high school geography teaching is clarified,and the principles that should be followed in the teaching design are proposed,namely: closely related to the characteristics of the geography subject,meeting the minimum level requirements of the curriculum,student-centredness and the principle of combining reality and imagination.From the perspective of front-line teachers,the design process of teaching high school geography courses incorporating virtual simulation experiments in colleges and universities is elaborated,and case studies of visual demonstration,process reproduction and task investigation experiments,which are more difficult to demonstrate through traditional experiments,are designed respectively in the context of high school geography courses,so that virtual simulation experimental resources in colleges and universities can be reasonably and widely used.This paper not only analyzes and selects the content scope applicable to virtual simulation resources in high school geography teaching,but also enriches the specific cases of applying virtual simulation experiment resources to assist teaching in high school geography,and summarizes the general process of its teaching design,which provides reference for secondary school geography teachers to reasonably design and use virtual simulation experiments in the teaching process,and provides inspiration and reference for further design and application of virtual simulation experiments in high school geography teaching.It also provides a reference for secondary school geography teachers to reasonably design and use virtual simulation experiments in the teaching process.