Research On The Current Status Of Cultivating The Concept Of Human-land Coordination In High School Geography Based On Problem-based Teachin

With the in-depth development of education reform in China,increasing the cultivation of core literacy has become a new task in middle school curriculum teaching,and appropriate teaching methods are the key to improving the effectiveness of cultivating students’ core literacy.The "General High School Geography Curriculum Standards(2017 Edition)" clearly proposes four core geographical literacy,with the concept of human-earth coordination ranking first.It is the origin,starting point,and destination of geography education.The "General High School Geography Curriculum Standards(2017 Edition)" proposed in the "Implementation Suggestions" to "attach importance to problem-based teaching.".It is of important theoretical and practical significance to carry out the research on the combination of human-earth coordination literacy and problem-based teaching.This article takes problem-based teaching as a focused teaching method,and takes the cultivation of the humanistic coordination concept of geography in senior high schools as the research goal.Based on elaborating the research background,significance,current research status at home and abroad,basic research plans,related concepts,and related theories,it starts from the specific implementation links and components of problem-based teaching,Based on the elaboration of the relevant content of the concept of human earth coordination in the "General High School Geography Curriculum Standards(2017 Edition)",and under the guidance of expert teachers,carefully selected evaluation indicators,the "Questionnaire for Classroom Observation of High School Geography Human Earth Coordination Literacy Cultivation Based on Problem Based Teaching" was prepared.With the help of the "Questionnaire for Classroom Observation of High School Geography Human-Earth Coordination Literacy Cultivation Based on Problem Based Teaching",22 teaching video resources and 28 instructional design resources were observed and analyzed using classroom observation and work analysis methods,respectively.It was found that the main problems in practical teaching of Human-Earth Coordination Literacy in Problem Based Teaching are: there are few practical teaching situations,and the situation is not reasonable and complete enough;The problem design is not open,and students’ participation in the classroom is low;The problem exploration is not thorough,and the activity process is incomplete;Summary emphasizes knowledge over thinking,and evaluation methods are simplified;The form of transfer application is single and lacks extracurricular practical activities.Aiming at the current problems,the author puts forward improvement suggestions from five aspects: Paying attention to practical forms,creating complete and reasonable teaching situations;Design logical and open question chains to enhance students’ sense of classroom participation;Organize teams to conduct in-depth research and improve the activity implementation process;Pay attention to the cultivation of students’ geographical thinking mode,and innovate the evaluation method of human-earth coordination concept;Improve the level of practical activities and implement the training objectives of the concept of human-land coordination.Based on the proposed training suggestions,the author takes the second lesson of "Ocean Current’s Impact on the Natural Environment" in Chapter 4,"Water Movement",Section 2,"Ocean Current",as an example,to explore the cultivation of the concept of human-earth coordination literacy in problem-based teaching.