A Study On The Knowledge Learning Of Middle School The Geograpy Ill-structured Domains Knowlege Based On Group Discussion Teaching Method

"Ordinary high school geography curriculum standards(2017 edition)" in the teaching goal by the 3 D object to People to coordinate view,comprehensive thinking,regional cognition,geographic practice four aspects.Geography teaching in junior middle school strives to cultivate students’ basic geography core quality,which is of great significance to students’ overall development and higher learning.Because Ill-structured domains knowlege is uncertain,exoteric and complex characteristics,As a result,junior middle school students often face some difficulties in the process of learning the geography Ill-structured domains knowlege,For example,lack higher-order thinking,Students don’t flexible use existing knowledge.Group discussion teaching method has its inherent advantages,enables students to promote the integration of new and old knowledge in cooperative discussion,learn knowledge transfer,promotes the development of students’ higher-order thinking ability,trains students’ cooperative learning ability and helps students to master the knowledge in the field of the geography Ill-structured domains knowlege.Therefore,the relevant research carried out has good theoretical and practical significance.In this paper,the domestic and foreign research progress of Ill-structured domains knowlege is sorted out.Literature research method,questionnaire survey method,interview method and case analysis method are used to study the application of group discussion teaching method in the study of the geography Ill-structured domains knowlege.On the basis of reading related literature,This paper summarizes the concepts of Ill-structured domains knowlege,the geography Ill-structured domains knowlege,group discussion teaching method and the relevant theoretical basis of this study,and explains the characteristics of the geography Ill-structured domains knowlege,the basis of division and The theory that group discussion teaching method can promote the learning of geographical ill-structured domain knowledge is analyzed and explained.With the help of a questionnaire,this paper investigates the status quo of the application of group discussion teaching method to the learning of the geography Ill-structured domains knowlege in junior middle school.Through the investigation,we found that:(1)the theme selection is not appropriate,and it is difficult for students to grasp the preview;(2)The situation creation is not thorough and students’ motivation is not sufficient;(3)Lack of monitoring and evaluation,improper time arrangement;(4)Teaching evaluation is not comprehensive and the evaluation subject is single.With the help of the interview outline,this paper investigates the status quo of the group discussion teaching method used by junior middle school geography teachers to teach the geography Ill-structured domains knowlege.The findings are as follows:(1)The geographical thinking ability of junior middle school students needs to be improved;(2)Unreasonable division of labor and slow information collection efficiency.Aiming at the problems existing in the investigation,this paper puts forward the teaching optimization strategy of middle school the geography Ill-structured domains knowlege based on group discussion teaching method:(1)Scientifically divide the discussion groups and implement the tasks to individuals;(2)Select teaching discussion topics and optimize the design of guided learning plan;(3)Create "life" situation,improve divergent thinking;(4)Attach importance to monitoring and evaluation,and arrange discussion time reasonably.According to the specific teaching strategies proposed,taking the eighth grade regional geography as an example,the teaching process and case design of middle school the geography Ill-structured domains knowlege based on group discussion teaching method are designed.