Research On The Application Of Local Resources In Geography Situational Teaching In Senior High School

Since the implementation of the new college entrance examination reform in Hubei,the combination of subjects selected by students in the college entrance examination has become richer.As one of the subjects in the college entrance examination,the importance of geography has been increasing,which puts forward new requirements for geography teaching in senior high school.Students who do not choose geography as the subject of the college entrance examination also need to pass the geography academic level qualification test,which puts forward new requirements for the geography teaching in senior high school.With the deepening of the new curriculum reform,the geography curriculum standard of ordinary high school emphasizes the scientific design of the geography teaching process and the innovation of students’ learning methods,and the creation of realistic situations is an important way to guide students’ independent,cooperative and inquiry learning.With the publication of the new geography textbook in 2019,its content structure,chapter arrangement and other aspects have changed.How geography teachers adapt to the new changes in teaching has become a widely discussed topic.Using local resources to create situations to carry out geography teaching activities can not only enable students to learn knowledge in familiar situations and adapt to the characteristics of geographical contextualization,but also enable teachers to localize the contents of geography textbooks,making knowledge easier to understand and accept.Therefore,under the background of the new college entrance examination,this paper carries out the application research of integrating local resources into geographical situational teaching.After analyzing the basic connotation of local resources and situational teaching,this paper makes a theoretical analysis on how to carry out situational teaching design of local resources on the basis of life education theory,Situational Cognition Theory and constructivism theory.On this basis,taking the newly added content vegetation in the first compulsory volume of geography as an example,the situational teaching design is carried out,and the teaching comparison experiment of two teaching classes is carried out.By analyzing the experimental results,the teaching design is improved and the strategy of situational teaching using local resources is put forward.The main research results are as follows:(1)Try to put forward the principles and objectives of using local resources to design situational teaching.Teachers can follow the "heuristic principle","integrity principle","scientific principle" and "targeted principle" to create teaching situations by using local resources,and make it clear that the goal of situational teaching is to stimulate students’ interest in learning,improve the core quality of geography,and cultivate students’ feelings of home and country.(2)The specific links of situational teaching using local resources are designed.The situational teaching design is carried out according to the design ideas of "analyzing the teaching content according to the curriculum standard","understanding and analyzing the students’ learning situation","determining the teaching objectives in combination with the actual situation","searching for typical collection and sorting out local resources","creating the teaching situation in the end","applying the situation to carry out classroom practice" and "seriously reflecting and optimizing the situational teaching".(3)Based on the principles and objectives of situational teaching design,taking vegetation,the first volume of geography compulsory course,as an example,from the design ideas of analyzing teaching content,analyzing learning situation,clarifying teaching objectives,collecting local resources,creating teaching situations,implementing situational teaching,and conducting teaching reflection and optimization,this paper explores the typical local resources of Xiaogan City,The situational teaching design is based on the teaching background of Anlu ancient ginkgo National Forest Park,the "hometown of Ginkgo",and Zhuhu National Wetland Park,the "Oriental pure land,wetland wonders".(4)Relying on the teaching design of vegetation,we carried out the teaching comparison experiment between the situational teaching class and the traditional teaching class.Combined with the experimental comparison results,we found that using local resources to carry out situational teaching can improve students’ learning interest and learning ability,but there are problems such as mixed types of teaching situations.Based on this,we conducted teaching reflection and optimized teaching cases,And put forward the optimization strategies of using local resources to carry out situational teaching in the context of the new college entrance examination.They are that the teaching design should select the type of situation from the actual situation,the teaching content should excavate local resources from multiple angles,the teaching development should do a good job in the classroom organization and arrangement,and the teaching optimization should establish a multi-faceted feedback mechanism.