The Embodiment Of Geographical Process Knowledge And Teaching Strategies In High School Geography Textbook

Nowadays,the main research direction of geography has shifted from the description of surface morphology and static s tructure composition to the exploration of various geographical processes and their interaction mechanisms.The study of geographical processes has become a trend of geography.The geography curriculum at home and abroad has clear requirements for "geograp hical process",and the teaching research of geographical process knowledge is increasingly valued by experts and scholars.As the medium and carrier for teachers and students to carry out teaching activities,geography textbooks play an important role in learning of geographical process knowledge.At present,a lot of achievements were made,however,the systematic analysis of geographical process knowledge in textbooks is slightly inadequate.What’s more,the strategies of teaching research based on textbooks are relatively few.This research takes the geographical process knowledge in the high school geography textbook published by People’s Education Press as the object,combining the cognitive points of geographical process knowledge,textbook analysis and teaching strategy research,which aims to provide help and inspiration for geography teachers to use this part of textbooks.This paper comprehensively uses the methods of literature analysis,content analysis,questionnaire survey,induction and Induct ive summary,case analysis,and teaching practice research to systematically sort out the geographical process knowledge in textbooks and study the teaching status and strategies.Above of all,the cognitive points of geographical process knowledge in geography teaching are summarized through literature research on the geographical process in geography.Then,the geographical process knowledge in textbooks is systematically sorted out to analyze the embodiment of geographical process knowledge in textbooks.Next,the questionnaires were conducted to investigate teachers’ cognitive level of geographical process knowledge and the current situation of textbook use,and the results of the questionnaire were analyzed accordingly.On the basis of analyzing geograp hy process knowledge textbooks,we put forward the using strategies of textbooks according to their cognitive points and the problems in the use of textbooks.This study draws the following main conclusions:First of all,the cognitive essentials of geographical process knowledge in textbooks are defined.which mainly include: time and occurrence of geographical process,mechanism analysis of geographical process-process response-trend prediction,landmark process characteristics,pattern and process co upling.Secondly,on the overall analysis,the arrangement of geographical process knowledge in textbooks has consistency and continuity,attaching importance to the life and practicality of the content,which conforms to the cognitive development of stude nts.The geographical process knowledge is highly consistent in the curriculum standards and textbooks.From the concrete analysis,each cognitive key point of geographical process knowledge is fully reflected in textbooks,which has directivity to geograp hical teaching;Geographical process knowledge is reflected in each textbook column,and has different presentation characteristicsBesides,it is found that teachers have insufficient knowledge of the concept about geographical process and do not systematically master the geographical process knowledge in textbooks through the analysis of the results of the questionnaire.Moreover,there exists Irrationality in using the materials of geographical process knowledge in textbooks and choosing teaching methods.The geographical process knowledge in textbooks is generally reasonable,but the details need to be improved urgently.Last but not least,The teaching strategies of geographical process knowledge are proposed finally in this study mainly include:(1)To guide geography teaching with the cognitive key points of geographical process knowledge.O n the one hand,the cognitive points of geographical process knowledge in textbooks need to be C larified with optimizing the teaching design.on the other hand,we need to set up the "scaffolding" of students’ cognition,and build the geographical process unit system.And C hoosing geographical thought to guide the teaching of geographical process knowledge is the most important factor in practice.(2)To help students understand the geographical process with various media.The geographical images should be used to present the characteristics of geographical processes.With the help of multimedia and blackboard painting,the changes of geographical processes can be dynamically demonstrated,which reveals their principles and laws.(3)To develop the student’s core quality of the geography discipline by organizing activities in the form of question based inquiry,geographical experiment inquiry,geographical mapping.