Research On The Construction Of Inquiry-Based Teaching Mode Of Middle School Geography Based On Core Competencies

The new curriculum reform requires students to have core competencies that can adapt to the development of modern society as well as the ability to learn independently,cooperatively and inquisitively.Cultivating subject core competencies is a fundamental task of education in the new era to comprehensively implement the Party’s education policy and to implement moral education.Inquiry-based teaching is a teaching method to cultivate students’ active learning and an important means to achieve the goal of core competencies,and the study of inquiry-based teaching can help cultivate students’ core competencies and gradually implement the fundamental task of cultivating people with moral character.Therefore,this paper takes inquiry-based teaching as an entry point,combines the core competencies training of geography,and constructs an inquiry-based teaching mode for the core competencies of junior high school geography.This paper uses research methods such as literature research method,survey interview method,statistical analysis method and educational experiment method to construct an inquiry-based teaching model of junior high school geography based on core competencies,and conducts practical verification.The specific research contents include:First,we summarize the research background,significance and current situation of inquiry-based teaching and geography core competencies through combing relevant literature at home and abroad.The concepts of core competencies and inquiry-based teaching in geography are defined and explained,and the relationship between core competencies cultivation and inquiry-based teaching in geography is revealed.Second,through questionnaires and interviews to understand and analyze the current situation of geography core competencies and inquiry-based teaching cultivation among junior high school students,the following conclusions are drawn: schools attach less importance to the implementation of inquiry-based teaching and subject core competencies cultivation;teachers’ knowledge of inquiry-based teaching and core competencies is shallow,and the control of teaching time management needs to be strengthened;students’ knowledge of core competencies is insufficient and their awareness of initiative is weak.In this context,there is the necessity and urgency to promote the implementation of core competencies and inquiry-based teaching model.Thirdly,constructing the teaching model.The inquiry-based teaching model of middle school geography based on core competencies is gradually constructed from four parts: construction principles,teaching strategies,teaching procedures and teaching evaluation.The construction principles of this model are: the principle of clear direction,the principle of student subjectivity,the principle of teacher dominance and the principle of operability;the teaching strategies include: diversification of context creation,maximization of inquiry time and informatization of teaching media;the teaching procedure is divided into six steps: analysis of teaching materials,formation of groups,creation of context,cooperative inquiry,communication and reporting and teaching reflection;the teaching evaluation is based on three aspects: students,teachers and classroom activities Multiple evaluation is conducted from three aspects: students,teachers and classroom activities.Fourth,the application and effect analysis of the teaching mode.Taking the lesson "China’s Water Resources" in the upper book of the eighth grade geography of Xiang edition as an example,the teaching case of the inquiry-based teaching mode of middle school geography based on core competencies was designed and taught in practice.The teaching model was evaluated by post-test papers and final grades.The practice results showed that the post-test paper results and learning achievement gap between the experimental class and the control class were more obvious,and the teaching model constructed in this paper was found to have a positive impact on the implementation of geography core competencies and improvement of geography achievement.