Research On The Life Teaching Mode Of High School Geography Classroom Under The Perspective Of Core Literacy

With the continuous reform of high school geography curriculum and college entrance examination system,the cultivation and development of geography core literacy has increasingly become the focus of geography education and teaching.As a link between theoretical knowledge and practical life,lifelike teaching is especially important for cultivating students’ core literacy.Geography knowledge is strongly comprehensive and closely related to practical life,which determines the importance of lifelike teaching in geography to a certain extent.Nowadays,lifelike teaching in geography classrooms is gradually promoted and advocated,but how to implement the cultivation of students’ core literacy through lifelike teaching in classrooms is still a topic that needs continuous and in-depth exploration.Based on Tao Xingzhi’s life education theory,constructivist learning theory and learning transfer theory,this paper uses literature research method,text analysis method,questionnaire survey method,interview method and classroom observation method to construct a teaching model for high school geography classroom to promote the cultivation and development of core literacy through the characteristics and basis of cultivating students’ core literacy through lifelike teaching in high school geography classroom.The study mainly contains the following parts:First,to sort out the domestic and foreign research on core literacy cultivation and the literature related to life-based teaching.The research background,research significance and current situation of cultivating students’ core literacy through life-based teaching are analyzed,and the relevant concepts and theoretical bases are sorted out and summarized.Second,we analyze the basis of cultivating students’ core literacy through life-based teaching.Firstly,we analyze the core meaning of lifelike teaching through reading literature,including paying attention to real life,focusing on cooperative inquiry,throughout teaching,and attaching importance to practical application,etc.Secondly,we analyze the necessity of lifelike teaching to cultivate students’ core literacy from three aspects: curriculum standard,textbook content,and teaching status,and provide support for the construction of lifelike teaching mode.Thirdly,we systematically build a living classroom teaching model.The construction of the living teaching mode in high school geography classroom is carried out from five aspects: teaching philosophy,teaching objectives,teaching strategies,teaching process and teaching evaluation.The teaching concept of this model is: from life to geography,strengthen students’ learning motivation;from geography to society,focus on the integration of students’ knowledge and action.The teaching process consists of five parts: "attraction-inquiry-explanation-internalization-expansion",so that all aspects of high school geography classroom teaching are integrated into the elements of life,and the connotation and operation path of each component of the teaching model are discussed.The connotation and operation path of each component of the teaching model are analyzed.Fourth,the application and testing of the model.During the teaching practice,the constructed teaching model was put into the actual teaching process,and the specific application and effect analysis were conducted.The results of the teaching experiments show that the adopted lifelike teaching model can avoid the separation of geography theoretical knowledge from real life,and at the same time make the lifelike elements into different aspects of geography teaching,strengthen students’ learning motivation,and help cultivate and develop students’ geographic literacy.