Research On The Experiential Teaching Of Geography In Senior High School Under The Powerful Knowledge Orientation

With the reform of high school curriculum and college entrance examination in China,the teaching way of geography in senior high schools is also making continuous progress.Due to its focus on learners’ initiative and the emphasis on teaching process as a non-result,experiential teaching has become an inevitable choice to change teachers’ concepts implement the requirements of curriculum standards,and "take students as the main.".Although the ultimate objective of geography teaching is no get of knowledge,the process is still the content of geography teaching research.Powerful geographical knowledge can cultivate students’ geographical mind and abilities.Based on this,this study proposes to conduct experiential research on high school geography under the powerful knowledge orientation,in order to examine the relationship between experiential teaching and powerful knowledge from a new perspective,and make some efforts for the theoretical research of powerful geographical knowledge in teaching.This study uses literature review of Tina Benneck’s powerful geographical knowledge perspective,sorting out the correlation between constructivist learning theory and social learning theories.After using lesson study methods,questionnaire survey and interview,conducting a survey of the classroom and concludes that there are the following issues in experiential geography teaching in senior high schools: the perspective of geography teaching lags behind,and insufficient attention is paid to students;Unable to grasp the boundaries between life knowledge and professional subject knowledge,leading to poor classroom teaching effect;Ignoring students’ perceptual understanding before formal learning of new knowledge,resulting in a low problems setting;Ignoring speculative topics.The reasons are found as follows:(1)Lack of analysis of students’ learning situation and incomplete design;(2)Teachers’ professional knowledge is weak,and their educational skills need to be strengthened;(3)The depth of theme design needs to be strengthened,and the understanding of experiential teaching is insufficient;(4)Low attention to geographic information technology and inefficient use of curriculum resources.In response to the above issues,proposes the following experiential teaching strategies based on powerful geographical knowledge for high school geography.(1)Teaching strategies for geographical concept knowledge: clarifying core concepts and establishing overall thinking;Concept classification through classroom explanation to assist in mastering;(2)Teaching strategies for concrete geographical knowledge: combining the curriculum standards to abstract into concrete,using life as a teaching material;(3)Teaching strategies for systematic geographical knowledge: guiding students to master the research methods of corresponding disciplines by setting special scenarios;Advanced geographic information systems can also be used for auxiliary teaching;(4)Teaching strategies for social debate knowledge: focus on the world,paying attention to the frontier field of geography research and current political materials;(5)In the teaching of the origin and limitations of geographical knowledge: it is necessary to use scientific geographical thinking to guide student’s discover and solve problems under the guidance of teachers.