Research On The Impact Of Geography Problem-Based Teaching On The Achievement Rate Of Classroom Teaching Goals

Different from traditional explanatory teaching,geography problem-based teaching is a teaching method in which teachers create real situations and problems,guide students to solve problems through group cooperation,and acquire relevant geographical knowledge and abilities in the process of independent problem solving,which is the teaching method advocated by the new curriculum standard.In order to verify the influence of geography problem-based teaching on the achievement rate of classroom teaching goals compared with traditional explanatory teaching,four junior high school geography problem-based teaching designs with a score of 4.0 or more were designed according to the evaluation index of geography-based teaching design level,and corresponding reference tests for the achievement rate of classroom teaching objectives were designed according to the classroom teaching objectives,and a classroom interest level questionnaire was designed according to the teaching arrangement.Using the experimental research method,four classes of the second grade of Enjiang Middle School in Yongfeng County,Jiangxi Province were selected as the research objects,and two rounds of experiments were carried out,of which two parallel classes were selected in the first round of experiments to be alternately set as control classes and experimental classes to carry out experiments,and two experimental classes were selected for the second round of two experiments without alternation.The two classes of each round of experiments have similar knowledge bases and ability levels,and problem-based teaching is carried out in the experimental class and traditional explanatory teaching is carried out in the control class.Using the statistical analysis method of data,the standard reference test of classroom teaching goal achievement and the data of the questionnaire of students’ interest in classroom learning of two different teaching methods were analyzed,and the interview method was used to further understand the specific feelings of different students on the achievement rate of classroom teaching goals and the level of interest in classroom learning of geography problem teaching.In terms of the achievement rate of classroom teaching goals,the results of the first round of the first experiment showed that the classroom goal realization rate of the control class using traditional explanatory teaching was higher than that of the experimental class using problem-based teaching,and there was a significant difference between the two,and the second experiment of the first round alternated the experimental class and the control class,and the results showed that the realization rate of classroom teaching goals of problem-based teaching was higher than that of traditional explanatory teaching,but there was no significant difference.The first experimental results showed that the classroom goal realization rate of the control class using traditional explanatory teaching was higher than that of the experimental class using problem-based teaching,and there was a significant difference between the two,and the second experimental results showed that the realization rate of classroom teaching goals of problem-based teaching was higher than that of traditional explanatory teaching,but there was no significant difference.In terms of students’ interest in classroom learning,the results of the four experiments showed that the classroom interest level of problem-based teaching was higher than that of traditional explanatory teaching,but there was no statistical difference.Further interviews with students found that students in the middle and lower reaches of the parallel class benefited more from problem-based teaching,while students in the experimental class had a geographical knowledge foundation and dared to express it in the classroom,and generally believed that they could use problem-based teaching to deeply process and understand geographical knowledge.The results of four experiments show that compared with traditional explanatory teaching,problem-based teaching has no advantage in the realization rate of classroom teaching goals,and the impact on the level of interest in classroom learning is not obvious.The results of four interviews showed that there are internal differences in the impact of problem-based teaching on students.It is recommended that teachers make reasonable use of problem-based teaching in geography according to the differences in students’ knowledge base and ability level,personality,learning style,etc.,so as to improve the realization rate of classroom teaching goals.