Research On The Application Of Context-Based Question-Driven Teaching Method In Junior Middle School Geography Classroom

With the continuous advancement of educational reform,educators should pay more attention to cultivating students’ ability to discover geographical problems and solve practical geographical problems.The Geography Curriculum Standards for Compulsory Education(2022 Edition)clearly states that innovative teaching methods should be used to cultivate students’ core literacy in the subject,and puts forward practical suggestions for "attaching importance to problem-based teaching".Although traditional acceptance of learning can ensure that students learn the complete knowledge content,the teaching effect is not good.Moreover,the traditional teaching method is not suitable for all teaching scenarios,nor is it suitable for the current teaching concept.Context-based problem-driven teaching is a teaching method that guides students to constantly think and solve problems by creating real,vivid and interesting situations,taking the related problem chain as the main line,and cultivating students’ geographical thinking.The situation-based problem-driven teaching method meets the requirements of compulsory education in China at this stage and has great research value.At present,there is still some room for improvement in the application of context-based problem-driven pedagogy,so this paper studies the teaching application of context-based problem-driven pedagogy in junior high school geography.This paper describes the research background,research significance,research methods and research ideas of context-based problem-driven pedagogy.Through questionnaire surveys,lecture records,and interviews with junior high school geography teachers and students,the problems of the application of context-based problem-driven teaching method in junior high school geography classrooms were analyzed and sorted out.There are mainly problems such as teachers’ unreasonable situation creation and problem design,insufficient grasp of learning situations,and heavy teaching tasks,and they are unwilling or difficult to carry out context-based problem-driven classroom teaching.Students are not able to teach context-based problems well due to their lack of positive attitude towards geographical issues and their weak awareness of geographical issues.Taking the middle school in City B as a case study,this paper conducts a survey and analysis of the current situation of problem-driven teaching based on context and the analysis of teaching implementation results,and formulates relevant solution strategies for the theory and investigation of problem-driven teaching in the research context.In terms of creating contexts,it is necessary to create situations according to teaching objectives and social life,and it is also possible to use cognitive conflict to create situations;In terms of setting up problems,gradient problems and open-ended questions can be set;In addition,it is necessary to do a good job in academic analysis and teaching evaluation,and use evaluation to guide students to think in geography learning.These strategies can provide reference and reference for the use of situational problem-driven teaching in junior high school geography teaching.