| The geography curriculum standard of senior high school(2017 Edition)proposes to explore the application of "Problem-based Learning" in the geography classroom of senior high school.At the same time,the "concept of human land coordination" is determined as the core value among the four core qualities.However,the theoretical system and practical application of using problem teaching to cultivate the local coordination concept of high school students still need to be further enriched and explored.Based on geography curriculum and teaching theory,constructivism learning theory and human land relationship regional system theory,this paper explores the cultivation of human land coordination view of senior high school students based on problem-based learning method.Promoting the transformation of learning methods such as autonomy and cooperative inquiry,fully reflect the teaching concept of taking students as the main body,and help students firmly establish the concept of human land coordination in analyzing and solving the problems of human land relationship.According to the five teaching links of problem-based learning,such as creating geographical problem situation,proposing and exploring geographical problems,summarizing and evaluating,and transferring application,and combined with the four-level division standard of academic quality level to evaluate the development of human land coordination concept,this paper constructs a classroom diagnosis scale for cultivating high school students’ human land coordination concept based on problem-based teaching.Select relevant classroom records and teaching design works to diagnose the current situation and put forward the existing problems.Diagnosing the classroom record and teaching design works,it is found that the two use problem-based learning to cultivate the concept of human land coordination have the following problems: "creating geographical problem situation" has simple information and lacks the inquiry and profundity of human land relationship;Teachers’ "design geography problems" do not consider cultivating the concept of human land coordination in an orderly and comprehensive way;When most teachers explore geographical problems,they unilaterally pursue students to generate answers and ignore students to study the relationship between man and earth;Focusing on Teachers’ summary,ignoring students’ combing and Reflection on the relationship between man and land;Classroom evaluation mostly focuses on Teachers’ summative evaluation,lacking process evaluation;Finally,it is also found that some teachers do not pay attention to the transfer and application of students in class,and it is difficult for students to understand the development and changes of man land relationship from multiple angles.From the overall analysis of the diagnosis results,most of the lessons of implementing problem-based teaching cultivate a high level of the concept of human land coordination in the last stage of the classroom,indicating the effectiveness of applying problem-based teaching method.However,some lessons have not reached the excellent level,which shows that the application of problem-based teaching to cultivate the concept of human land coordination needs further improvement and perfection.In order to improve the cultivation of the concept of human land coordination in the problem-based learning method,the following optimization strategies are put forward for the above problems: "creating geographical problem situation" pays attention to the interest and inquiry of the situation,and contains deep-seated and rich human land information;"Design geography problem" should cultivate the concept of human land coordination in turn and in an all-round way.In "problem inquiry",teachers should give appropriate guidance,enrich students’ inquiry forms,and deeply analyze the relationship between man and land with students as the main body;After the problem inquiry,teachers should pay attention to the summary and feedback of students,and pay attention to the combination of performance evaluation and result evaluation;Finally,teachers should dare to transfer the geographical problem situations with low situation similarity to help students understand the relationship between man and land from multiple angles.Based on the above strategy optimization,taking the "coordinated development of the Yellow River Basin" as an example,the case design based on the training of high school students’ coordinated teaching is developed.By creating a geographical problem situation tracing the causes of the coastline changes of the lower Yellow River Delta,lead students to study the development of the upper and middle reaches of the Yellow River,so that students can understand the current situation of man-land relationship in the upper and middle reaches of the Yellow River,and understand its unique basin protection and governance measures.At the same time,understand the impact of ecological governance in the upper and middle reaches of the Yellow River on the land area change in the lower delta of the Yellow River,as well as the human-land relationship reflected in wetland degradation.At the same time,understand the impact of ecological governance in the upper and middle reaches of the Yellow River on the land area change in the lower delta of the Yellow River,as well as the human-land relationship reflected in wetland degradation.The geographical problem situation of exploring the causes of the changes of the Yellow River Delta coastline runs through the classroom,designing the geographical problems from shallow to deep,and understanding the comprehensive and dynamic influence of the Yellow River upper,middle and lower reaches of the Yellow River.Understand the necessity of taking the road of sustainable development to firmly establish the concept of human-local coordination.That is to take the coordinated development of the Yellow River basin as an example,and realize the optimization of students’ coordinated view through problem teaching methods. |
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