| With the further reform of the high school curriculum,the new curriculum standards propose that in the high school geography classroom,attention should be paid to the cultivation of students’ core geographic literacy,so that students can transfer knowledge and solve problems in real situations.The situational teaching mode echoes the requirements of the new curriculum standard,which can not only improve the professional quality of teachers,but also make the geography classroom full of vitality,so that students can feel the intimacy and charm of geography on the basis of existing life experience,and implement the cultivation of students’ core literacy.With the advancement of educational reform,it is not difficult to find that the current college entrance examination geography questions are set in real situations,so the situational teaching mode has strong practical significance and theoretical value for high school geography education in the region.Teachers create a learning atmosphere by creating contexts,so that students can combine theory with practice,so as to acquire knowledge and acquire literacy.This paper takes constructivist learning theory,cognitivist learning theory and humanistic learning theory as the theoretical basis,and the situational teaching mode as the starting point,and aims to cultivate students’ core literacy.On the one hand,some geography teachers in Urumqi high schools and students of No.101 Middle School in Urumqi were investigated and analyzed;On the other hand,the content of Chapter 2 "Thermodynamic Circulation" of the 2019 High School Geography Compulsory I.was selected for teaching empirical analysis,and the student participation and test results of the situational teaching mode and the general teaching mode were analyzed by experimental comparison.The main problems and shortcomings are:(1)low effectiveness of context creation,insufficient internal connection of knowledge,(2)lack of situational materials,lack of life connection and learning situation analysis in situational creation,(3)insufficient implementation of the core literacy of situational teaching,and deviation in the purpose of situational teaching,(4)low frequency of situational teaching mode due to objective reasons.In view of the main problems and shortcomings,this paper summarizes the countermeasures for creating effective situations,and puts forward the countermeasures for creating situations and implementing geographic core literacy in the classroom.Teachers should consider the interestingness,pertinence of learning situation analysis,inspire students’ thinking and coherent countermeasures when creating situations,extract teaching material cases,combine them with real life,and appropriately use multimedia to create effective situations;Teachers should insist on making full preparations before class,understand the students’ situation,encourage students to answer more and participate in the classroom in the classroom,build a geographical knowledge system at the level of existing experience,implement geographical core literacy,and teachers can adopt collective lesson preparation methods to increase the frequency of use of situational teaching mode.Combined with the problems investigated by the situational teaching mode,this paper conducts empirical analysis and research on teaching,and the results show that the teaching effect of the situational teaching mode is more significant,the implementation of students’ geographical core literacy is more in place,and the students’ performance is significantly improved.The innovation of the paper is to highlight the necessity of situational teaching mode in high school geography classroom under the concept of cultivating students’ core geographic literacy,and select a lesson for useful attempts in specific classrooms.The research can provide a reference for the implementation and cultivation of geographic core literacy in the region,and further enrich the theoretical and practical application of the situational teaching model. |
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