A Study On Problem-Based Teaching Of High School Geography Experiments Based On The Cultivation Of Geography Practical Power

The General High School Geography Curriculum Standards(2017 edition,revised in 2020)(hereafter referred to as "the new standards")put forward four core qualities in geography,among which geographic practice is one of the core qualities in geography.The new curriculum also proposes problem-based teaching and learning and practical geography activities,including problem-based learning and practical geography activities such as expeditions,experiments and investigations.In order to meet the requirements of the new curriculum,this paper combines geography experiments and problem-based teaching to develop students’ practical skills in geography,aiming at exploring a new teaching mode for geography experiments and strengthening the cultivation of practical skills in geography.This paper uses questionnaires to understand the implementation of problembased teaching in high school geography laboratory teaching,the views of teachers and students on the construction of problem-based teaching in geography laboratory teaching and the level of students’ geography practical skills,and to explore the problems of problem-based teaching in high school geography laboratory teaching;on the basis of the above research,based on the geography curriculum standards,geography teaching materials,the relationship between problem-based teaching and geography laboratory,etc.On the basis of the above-mentioned research,based on the geography curriculum standards,geography textbooks,the relationship between problem-based teaching and geography experiments,etc.,the content of high school geography experiments suitable for problem-based teaching is sorted out,and the procedures of problem-based teaching in geography experiments and the links constructed are determined;two cases of problem-based teaching in geography experiments,Atmospheric Heat Circulation and Soil Heating and Soil Infiltration Rate,are designed and implemented according to the constructed links,and the effect of problem-based teaching in geography experiments on the cultivation of students’ geography practice is demonstrated.The main findings of the study are as follows:(1)The questionnaire survey found that the geography experiments were poorly conducted;the level of students’ geography practical power still needs to be improved.At the same time,most teachers believe that there needs to be a fixed teaching mode for geography experiments and that the development of geography experiments in the problem-based teaching mode has an impact on the cultivation of students’ practical skills in geography.Of course,most teachers also think that the construction of problem-based teaching in geography experimental teaching faces the lack of relevant teaching resources and teaching methods guidance,such as teachers do not know how to integrate geography experiments and problem-based teaching and other confusion.(2)Based on the geography curriculum standards,geography textbooks,the relationship between problem-based teaching and geography experiments,the content of high school geography experiments suitable for problem-based teaching is sorted out,and the procedures of problem-based teaching and construction links of geography experiments are determined.(3)The results of the analysis showed that the average scores of the experimental classes in which the experimental teaching activities were based on the problem-based teaching cases of "heat circulation" and "soil heating and infiltration rate" were higher than those of the control classes.The p-value for both was less than0.05,indicating that the use of questions to guide students in their learning of geography resulted in a stronger sense of purpose and initiative,as well as an emphasis on the generative nature of students’ learning.The above analysis indicates,to a certain extent,that conducting experimental problem-based teaching in geography is conducive to students’ mastery of knowledge.The p-values of the experimental and control classes’ scores on the "soil" practical activity and the geography practical test were both less than 0.05,indicating that the implementation of experimental problem-based teaching in geography had a certain impact on the development of students’ geography practical skills.In terms of interest in learning geography,students in the experimental class were more interested in geography lessons and paid more attention to using their knowledge of geography to explain and solve geographic phenomena and problems in life;in terms of cooperation and communication,the experimental class had a higher sense of cooperation and ability to work together than the control class.