The Creation And Implementation Of Problemchain In "Geography Process" Teaching Insenior High School

The teaching content of “geography process” in senior high school geography curriculum is complex,abstract,dynamic and logical,which is not only the focus of teaching,but also the difficulty.The problem chain is taught by a problem chain with progressive layers and rich connections,which decomposes the complex and abstract geographical process into interlocking problems,making the geographical process teaching concrete.The resulting problem chain also conforms to the characteristics of geographical process,and the process of problem solving is highly consistent with the geographical process teaching,It can enable students to realize the cultivation and implementation of geographical core literacy such as logical thinking in the process of problem solving.Firstly,through literature review,this paper analyzes the research background and significance of creating problem chain to carry out “geography process” teaching in senior high school,combs the research status of “geography process” teaching and problem chain teaching in senior high school,and the concepts related to geographical processes and problem chains and the theoretical basis of research are defined.Secondly,by analyzing the geography curriculum standard and the geography college entrance examination questions in 2021,the importance of “geography process”teaching in senior high school is clarified;Taking the geography compulsory textbook and selective compulsory textbook of senior high school in 2019 of people’s education edition as the research object,this paper analyzes the main contents involved in the teaching of "geography process" in senior high school,provides evidence from different aspects such as “natural geography process”,"human geography process",and summarizes the four characteristics of “geography process”,namely,dynamic,systematic,phased and directional,as well as three cognitive points,namely driving force,symbolic process characteristics and process effects.Thirdly,using the LICC classroom observation paradigm to design the classroom observation scale,this paper makes a sample classroom observation of high school“geography process”teaching,and points out some problems existing in high school“geography process”teaching of some teachers at present;by analyzing the sample students’ test papers,this paper points out some problems existing in the study of“geography process”,such as the lack of situation creation,the lack of concrete problem design and the lack of subjectivity in problem solving,namely “geography process”knowledge is weak,the logical thinking promotion is insufficient and so on;and from the teacher,students,external environment and other three factors to analyze the reasons.Fourthly,based on the results of the survey,the principle of problem chain creation was proposed,namely situational principle,objective principle,suitability principle,hierarchical principle and inquiry principle;The creation strategy of question chain,namely,that is,create problem situations that reflect the dynamic process,constructing the problem system according to the cognitive points of“geographical process”and so on;And the implementation strategy of problem chain in“geography process” teaching,that is,using problem situations to present “geographic processes” in a variety of ways,the problem system is presented gradually around the cognitive points of “geographical process”,organizing students to cooperate on their own to solve problems,using problem chain to construct the knowledge frame of“geographical process”,multi-dimensional reflection on teaching to evaluate the“geographical process”problem system,and so on.Finally,a teaching practice research is carried out by taking the ocean current movement,a selective compulsory of geography people’s education edition,as a teaching case,through the interview method to evaluate the effect of teaching practice,and carry out teaching reflection.