Study On The Teaching Strategy Of "Geographic Features" Knowledge In Senior High School

The knowledge of "geographical features" refers to the features that distinguish a thing from other similar geographical features,which are often formed in the process of analysis,abstraction and generalization.The "General High School Geography Curriculum Standard(2017 Edition 2020 Revision)" and the college entrance examination have put forward certain requirements for the learning of "geographical characteristics" knowledge.A systematic study of the characteristics,laws and teaching strategies of this type of knowledge will help improve students’ ability Geospatial positioning ability and comprehensive analysis ability,cultivate students’ comprehensive thinking and regional cognitive literacy,and also help teachers and students to cope with the development trend of college entrance examination.In this study,based on the geography curriculum standards and textbooks,the relevant content of "geographical features" is sorted out,and it is pointed out that the knowledge of "geographical features" in senior high schools has the characteristics of regional,dynamic and correlation;based on the 2018-2021 college entrance examination papers and some local papers Through analysis,it is found that the characteristics of the "geographical characteristics" examination are: comparing regional differences,analyzing geographical characteristics;establishing knowledge correlations according to geographical characteristics;focusing on regional ideas and highlighting geographical characteristics;through the analysis of the students’ answers to the "geographical features" test questions and interviews with some high school geography teachers,it is pointed out that the current teaching of "geographical features" knowledge lacks perfect teaching strategies and students’ grasp of such knowledge is not firm.This paper puts forward the teaching principles and teaching strategies of "geographical features" : determining the description method according to the type;guiding the spatial orientation and cultivating the idea of scale;constructing the cognitive structure of "geographical features";cognitive transfer from "general rules" to "specific descriptions";take a multi-case situational comparison.Taking the students of two classes in the second grade of a school as the object,designed and implemented two teaching cases focusing on the teaching of "geographical features".Practice shows that the proposed "geographical features" teaching strategy plays an active role in improving students’ thinking ability and literacy training.