Research On Exploratory Teaching Of High School Geography Based On The Cultivation Of Practical Ability Of Geography

In order to meet the requirements of training innovative and practical talents in the new era,all disciplines are actively innovating curriculum standards and exploring the cultivation of core qualities.Geography practical ability is one of the four core qualities of geography proposed in Geography Curriculum Standards for Senior High Schools(2017 Edition),which has an important impact on meeting students’ personalized and diversified learning and development needs,cultivating geography reserve talents and promoting students’ lifelong development.Under the background of the new curriculum standard,how to cultivate students’ practical ability of geography has become an important problem for high school geography teachers.Many researches have been conducted from the aspects of extra-curricular research-based learning,visiting and interviewing,field trips,etc.,but there is still a lack of exploration from the aspect of inquiry-based teaching.Inquiry teaching is an important way to cultivate students’ core quality advocated by the new curriculum standard.It is mostly combined with other teaching methods in high school science courses,and the application strategy in geography teaching needs further discussion.Therefore,this study combines inquiry-based teaching with the cultivation of geographical practical ability.Based on questionnaire,interview survey and practical observation,the problems of inquiry-based teaching in the cultivation of geographical practical ability are identified.Through the design and application of improved classroom teaching cases,the effective countermeasures of inquiry-based classroom teaching in the cultivation of geographical practical ability are discussed to improve the application effect of inquiry-based teaching in the cultivation of geographical practical ability.Based on constructivism theory,subject teaching theory,emotion teaching theory and Dewey’s do-it-yourself theory,this paper analyzes the characteristics and process of inquiry teaching and its application in the cultivation of geographical practical force.Based on my classroom observation and teaching practice in the practice school,questionnaire survey method and interview method are used to carry out a survey on senior high school teachers and students.The survey finds that the inquiring teaching of senior high school geography and the cultivation of geographical practical force exist in the teachers’ understanding and practice of inquiring teaching is not deep enough.Inaccurate positioning of their own role;The way,form and evaluation of inquiry materials are relatively simple;Students’ awareness and ability to explore problems are poor,their willingness to communicate and cooperate with other students is low,and their geographical practice ability is at the primary level.Based on the problems existing in the current investigation,the principles of inquiry-based teaching design are determined,namely,guiding principles,scientific principles and innovative principles.Through designing and improving the implementation of the teaching case of "thermal circulation",the teaching effects are analyzed,and the optimization strategies for teachers to improve inquiry-based teaching are put forward: first,strengthen theoretical learning and improve practical ability: Enrich theoretical knowledge and renew teaching concept;Improve practice consciousness,do teaching reflection.Second,select research materials,stimulate the desire to explore: connect with real life,expand the range of choice;Combine current affairs hot spots,enrich the situation material.Third,optimize the inquiry questions,arouse the learning needs:improve the awareness of the goal,lead the inquiry questions;Reflect the level of problems and meet the needs of exploration.Fourth,strengthen the way of inquiry,cultivate the ability of analysis: do a good job in group teaching,promote cooperative inquiry;Encourage students to participate and improve the efficiency of inquiry.Fifth,pay attention to the process of inquiry,cultivate practical ability: design inquiry experiment,practical solution;Strengthen cooperation and exchanges to solve the problem together.Sixth,extension of inquiry,training knowledge application ability: inquiry results display,diversified evaluation;Expand the inquiry situation and extend the inquiry question.The innovation of this paper lies in the innovation of the research Angle,based on the classroom,from the Angle of inquiry teaching to explore the effective way to cultivate geographical practical force.Based on the problems existing in exploratory teaching and the cultivation of geographical practical ability,this paper designs and improves the implementation of teaching cases,reflects on the experience,and puts forward the strategies of exploratory teaching to cultivate geographical practical ability.The cultivation of geographical practical ability is a long-term process.Due to the limited research ability and teaching practical experience,the author needs to further research on the strategies of cultivating geographical practical ability through exploratory teaching,and expects to further improve in the future geography teaching work.