Research On The Teaching Design Of The "Activity" Column In The 2019 High School Geography Textbook

At present,China’s education industry has entered a new stage of comprehensively promoting high-quality development,requiring the comprehensive improvement of the quality of all citizens and the quality of talent cultivation.The "Geography Curriculum Standards for Ordinary High Schools(2017 Edition,2020 Revision)" requires that geography courses should aim to enhance students’ core literacy,combine rich geographical materials with lively geographical activities,and guide students to learn geography that is useful for lifelong development.The second volume of compulsory high school geography in Hunan Education Press has set up a variety of "activity" columns,but frontline teachers generally reflect that the "activity" column is difficult to teach,has low student participation,and has poor teaching effectiveness,and has not played its due value.Therefore,this article conducts research on the teaching design of the "activity" column to solve practical difficulties encountered in teaching practice.Based on the analysis of relevant literature,this paper first analyzes the teaching objectives and teaching content of the "Activities" column.The new textbook has one or two "Activities" columns under each subheading of the "Activities" column,which involves a very comprehensive content,complements and is related to each other with the main content,and constructs a geographical knowledge system from theory to practice,which can not only practice and consolidate the knowledge taught in this subsection,enhance the ability to apply knowledge,but also cultivate students’ core literacy,accelerate the transformation of teachers’ teaching concepts,enrich teaching methods and optimize teaching processes,complete the change of teaching methods,attract students to participate in teaching,and gradually improve in the learning process.Experience a sense of accomplishment and fall in love with geography.The "Activities" column of the new textbook has a variety of forms,including four categories: analytical situational inquiry,problem analysis,extended practice,and discussion and debate,including content that can be completed in class,parts that need to be completed in class,and "activities" column that integrates exploration in and out of class.The "Activities" column can cultivate students’ core literacy in many aspects,and the real problem situations in the content help students adapt to the college entrance examination system.The "Activities" column has a variety of functions and expressions,requiring students to participate in practice in person,promoting students’ independent learning and active inquiry,and cultivating students’ ability to use the knowledge they have learned to analyze and solve problems.The "Activities" column attaches great importance to the cultivation of map ability,a total of27 map-related activities in 95 activities,accounting for 28.42%,the purpose is to cultivate students’ ability to read maps and draw,mainly to master knowledge with the help of maps,analyze problems,enhance the cultivation of students’ hands-on operation and geographical practice,both hierarchical and comprehensive,good material selection angle,promote students’ independent thinking,use the knowledge learned to solve practical geographical problems.Then,through the questionnaire distributed by the questionnaire star,the teaching status of the "activity" column was investigated by geography teachers and high school students,and it was found that the following problems existed in the teaching of the "activity" column: the content of the "activity" column was not close enough to the teaching reality;Students are not highly motivated to actively participate in "activity" teaching;The effectiveness of teachers in implementing "activity" teaching is not high;The "activity" teaching style is conservative;School teaching conditions limit the development of the "Activities" column.Finally,based on constructivism and Dewey’s activity teaching theory,following the principles of scientificity,practicality and life,choose one "activity" from each of the four "activity" columns of situational exploration,problem analysis,extended practice,and discussion and debate for teaching design.According to the existing problems of "Activities" column teaching,strategies for optimizing the teaching of "Activities" column are proposed,including: optimizing the content of "Activities" column and laying the foundation for "Activities" column teaching;Choose a variety of teaching methods to mobilize students’ enthusiasm;Strengthen the attention of teachers and improve the effectiveness of teaching in the "Activities" column;Update teaching methods and highlight the status of students as the main body;Improve teaching conditions in schools and support the development of the "Activities" column.In addition,one "activity" is selected for teaching design in each of the four categories of "activity" column,such as situational exploration,problem analysis,extended practice,and seminar and debate.