Research On Experiential Learning Of Local Resources In High School From The Perspective Of Geographic Core Literacy

With the progress of a new round of curriculum reform,"geographical core literacy" has become the concentrated expression of the educating value of the discipline and the main content of teaching,and its importance is self-evident.How to cultivate students’ core literacy through geography classroom is a problem that must be faced in advancing geography teaching reform in depth.Because the core literacy of geography has the characteristics of implicit,practical and situational,the teaching method of geography should also change the traditional indoctrination mode,and transform it into a teaching method that pays more attention to students’ meaning generation and emotional experience,so that students can truly experience the real Gain insight and experience in the world of learning,and become the master of learning.Through the understanding of the teaching paradigms emerging at home and abroad,this study found that "experiential learning",a learning mode carried out in a real situation,coincides with the implicit,practical,and situational requirements of the evaluation of geographic core literacy..As a resource most closely related to students’ life,rural geography also has unique advantages for the cultivation of students’ geographic core elements,and the integration of the two complements each other.There is no shortage of researches on local resources and experiential learning at home and abroad,but there is very little content that combines the two,and most of them are limited to chemistry,English and other disciplines.Therefore,this paper takes the experiential learning of local resources in high school for cultivating the core literacy of geography as the topic.,the understanding of students and teachers on experiential learning,and the current status of experiential learning in cultivating students’ geographic core literacy,and put forward teaching strategies for existing problems,and then based on Cooper’s experiential learning circle develops appropriate local teaching cases,in order to provide certain reference and reference for high school geography teachers in local or other regions of the country to carry out experiential learning.This paper firstly defines the concepts of experiential learning and local resources by consulting domestic and foreign literature,and clarifies its own research direction.Through questionnaires and interviews,the current situation of experiential learning of rural resources,the cognition of teachers and students,and the effectiveness of this learning model in cultivating students’ geographic core literacy are investigated.The status quo survey shows that there are problems such as low application of experiential teaching,improper grasp of learning materials,and imperfect evaluation system at the teacher level,while there are problems such as lack of enthusiasm for participation at the student level.Then,based on the results of the current situation survey,it proposes strategies to carry out experiential learning of local resources.In order to further improve the research content of this paper,the author combines the research content of other scholars,and based on Cooper’s four-stage theory of "experiential learning circle",the author designs outdoor inspection experiential learning,and each case deeply combines the rural geographical resources of Zhangzhou City,so that students can acquire the core literacy of geography in the four stages of experiential learning(specific experience,reflection and summary,generalization and creation,and active application).After the implementation of the teaching case,the core literacy test scores and the experiential learning evaluation scale are used as the basis for the evaluation of the experimental effect,and the effectiveness of this kind of learning in cultivating students’ geographic core literacy is judged.