Research On The Teaching Strategy Of Thematic Review Of Geographic Industry Location Of Senior High School

This study selected the new high school geography textbook(2019 edition)as the analysis object,under the guidance of constructivist learning theory,humanistic learning theory,learning transfer theory,educational teaching goal classification theory,and educational measurement and evaluation theory.Combined with the background of“new curriculum,new textbook,new college entrance examination”,explore how thematic review teaching can improve the accuracy of high school students in solving industrial location geography problems.Industrial location has always been one of the basic contents of human geography study in senior high school,containing a wealth of knowledge of human and economic geography,also closely related to the knowledge of physical geography.The core value of industrial location reflects the concept of human-land coordination,the geographical circumstances behind the industry cannot be separated from regional cognition,the issues involved in industrial location attach great importance to students’ comprehensive thinking and geographical practice.The author combines the academic level in the General High School Geography Curriculum Standards(2017 Edition),analyzed the performance of industrial location content in junior high school,the knowledge construction in senior high school academic level stage,and the deepening and upgrading of geography teaching in high school,and did a status analysis: firstly,the content of industrial location runs through the entire middle school geography knowledge system;secondly,industrial knowledge and regional geographical knowledge are closely linked;thirdly,the content of the industrial location has strong applicability.Industrial location has always been one of the key contents of various geographical examinations,and the percentage of scores is very large.In recent years,with the development of China’s social economy and the continuous progress of science and technology,the content of industrial location is also more in-depth for students,also,the requirements for students’ core competencies in geography are increasing.these changes are also fully reflected in the test questions in the context of the "new college entrance examination".Therefore,the author takes a total of 7 sets of examination papers in the national paper from 2020 to 2022 as an example,conducted the analyze from data and cases according to the question type,question score,test content,question form,background materials,and test ability,also summarized the characteristics of the test questions: firstly,the questions focus on "cause and effect" of industrial location formation,secondly,focus on the process of industrial location change,thirdly,the questions focus on increasing the emergence rate of the service industry,fourthly,focus on integration with physical geography content.In order to achieve the goal of high school students’ geography academic level,it is also necessary to fully examine the student’s current learning situation in simulation exercise,and identify remaining gaps.The author took all liberal arts students of Panzhihua No.3 Senior High School as the research object,guided by new curriculum standards and geographic core competencies,designed and distributed examination papers.Through the test,investigated the mastery of the industrial location system of high school students under the traditional teaching process,including basic knowledge,problem-solving methods,and analysis ideas.In the end,two major problems were found: Firstly,the teaching of regional cognition is too emphasized,and the content of physical geography knowledge is not well integrated into the industrial location,also,there is not enough ability to comprehensively and deeply summarize the characteristics of industrial location phenomena,and the ability to use geographic tools to solve industrial location problems and data analysis capabilities need to be strengthened.Secondly,the training of problem-solving thinking needs to be improved,which is manifested in the lack of rules in the process of solving multiple-choice questions,and the unclear ideas of non-multiple-choice problem solving.According to results,the author proposed the teaching principle of thematic review of industrial location: The principle of subjectivity,science and pertinence.Also,proposed five teaching strategies: construct the topic of industrial location according to conceptual size and level of academic quality;infiltrate the view of human-earth coordination by returning to textbook activity inquiry materials;improve students’ comprehensive analysis ability by using problem-solving thinking methods;use geographic tools and statistical charts to strengthen geographic practice.Based on this,practical application was carried out to the students taught,which proved the effectiveness of the strategy.Judging from the results,students’ performance was different for different question types: the progress of multiple-choice questions was more obvious,while the progress of non-multiple-choice questions was not obvious.