Application Strategy And Empirical Research Of Academic Context In Geography Classroom Teaching In Senior High School

The goal of academic situation creation is to evaluate students ’ aca demic ability and scientific literacy such as logical reasoning and precise expression,and to guide students to construct and apply knowledge.It plays an important role in comprehensively evaluating students’ quality and guiding scientific inquiry intentions.Because the characteristics of geography are very suitable for inquiry and learning through the creation of academic context,it is of great theoretical and practical significance to explore the application strategies of academic contexts in high school geography classroom teaching for cultivating students’ core literacy and academic ability in geography.By analyzing domestic and foreign literatures on academic context and context creation,the paper shows that academic context is more reflected in the design of test questions,but the applied research in high school geography classroom teaching is still relatively lacking.Therefore,based on literature research,the thesis classifies academic contexts into three categories: heuristic academic contexts,inquiry-based academic contexts,and extended academic contexts based on pedagogy and psychology-related knowledge.And carry out the application research of academic situation in high school geography classroom teaching.This paper analyzes the necessity of academic context in senior high school geography teaching from three perspectives: education requirements of geography curriculum,high school geography curriculum standards and the trend of college entrance examination propositions.Feasibility in geography teaching,and summarizes its application advantages in classroom teaching.Through a questionnaire survey of the majority of front-line teachers on the application of academic context in classroom teaching,the problems existing in the application of current academic context in high school geography classroom teaching are identified.In view of the existing problems,the thesis formulates the application principles and application strategies of academic situations in high school geography classroom teaching.In terms of application principles,it is pointed out that the creation of academic situations in senior high school geography teaching should adhere to the three principles of relevance,proximity and authority,and the situation design should adhere to the five principles of popular,moderate,problem-oriented,hierarchical and open;In terms of application strategies,it is pointed out that based on the main body of teachers,it is pointed out that we should strengthen high school geography teachers’ awareness of applying academic situations,improve high school geography teachers’ academic literacy and research ability,improve high school geography teachers’ teaching skills in academic situation application,and innovate teaching methods for teachers’ academic situation application.Based on the application principles and application strategies of the above academic situations,taking " Blue Carbon " as an example,the application cases of heuristic academic situations,inquiry-based academic situations and extended academic situations are designed,which can provide useful reference for the classroom teaching of high school geography teachers.