| On April 21 st,2022,the Ministry of Education published "Geography Curriculum Standard for Compulsory Education(2022 Edition)",emphasizing that the study of geography should be to master basic geography knowledge,acquire basic geography skills and methods,understand environmental and development issues,enhance patriotism,and initially form global awareness and sustainable development concept.Compared with the geography curriculum standard for compulsory education(2011 edition),the new curriculum standard is in line with the geography curriculum standard for ordinary high schools(2017 edition),and pays more attention to the cultivation of students’ core literacy in geography.In the traditional teaching environment,the improvement of students’ geographic practice literacy has certain limitations.Therefore,this paper attempts to use information technology to improve the traditional geography teaching methods,so that students can better understand that geography knowledge is closely related to life,can skillfully use modern tools to obtain the information they want,and improve their various abilities,so as to change the process in consciousness and emotion and promote the improvement of students’ geographic practice quality.The specific work of this paper is as follows:First,literature review is carried out,which includes the literature on the integration of information technology and curriculum and the literacy of geographical practice.Through literature review,we can learn about the research situation of the integration of information technology and geography curriculum,and the current research situation of the cultivation of geographical practice literacy in geography.Secondly,the investigation is carried out on the seventh grade junior middle school students from the aspects of students’ personal basic information,the current situation of geography teaching,students’ attitude towards geography practice,information technology teaching and the level of students’ geography practice literacy at present.Among them,the geography practice literacy is from four dimensions:geography practice knowledge,geography practice method,geography practice ability and geography practice will quality.After the investigation,it is found that students’ geography practice method and geography practice ability are not high.Thirdly,design the teaching strategies,and select Weather and Climate,Terrain of the World and Temperature and Precipitation as the teaching contents of junior high school Geography courses according to the survey results.Based on constructivism learning theory,Piaget’s cognitive theory,multiple intelligences theory and situational learning theory,design the cultivation strategies of geographic practical ability literacy supported by information technology.Starting from three parts: teaching design,classroom teaching and teaching evaluation,the corresponding training strategies are designed for the four-dimensional content of geography practical competence.Fourthly,conduct action research,and constantly adjust and improve the proposed teaching strategies through three rounds of action research and reflection.In each round of action research,teaching is carried out in four stages: planning,action,observation and reflection,and the teaching and observation process is recorded and the practical results are analyzed.Finally,after the students’ post-test,according to the comparison of the students’ pre-test and post-test,it is found that the four dimensions of geographic practice literacy have been improved,among which the change of dimension 4(geographic practice will quality)is more remarkable.Thus,the effectiveness of the teaching strategy of cultivating geography practical ability literacy supported by information technology is verified,which promotes the formation of junior high school students’ geography practical ability.This study improves students’ skills and methods in geography,and also provides practical cases for improving students’ core literacy in geography.Through this study,the main conclusions are as follows:At present,junior middle school students’ literacy level of geographical practice ability is generally at the general level,and there is room for improvement,especially in the two dimensions of geographical practice method and geographical practice ability.Junior high school students have a positive attitude towards the information-based teaching classroom,and accept to use various information technology means to teach in the geography classroom.Second,during the period of obligation,adding information technology support to classroom teaching,especially all kinds of networked information and equipment,will lead to various disputes and problems,which require teachers to adjust and design reasonable information geography teaching classroom from the early teaching design,classroom teaching process and after-class teaching evaluation,so as to effectively improve teaching efficiency and promote students’ development.Third,the geography teaching supported by information technology is helpful to the improvement of junior high school students’ geography practice ability: creating classroom teaching situations closer to students’ real life can promote students to quickly enter the learning state and better absorb geography knowledge;Using classroom information equipment to randomly divide students into groups for group cooperative learning is conducive to promoting students’ communication and cooperative learning;Improve teaching activities reasonably and adjust teaching process to improve students’ learning efficiency;Provide after-class evaluation forms to improve students’ evaluation ability;Using information means to improve teachers’ classroom control ability and cultivate a good classroom atmosphere.In a word,after applying the strategy of improving junior high school students’ geographical practice ability,it can be found that this strategy can effectively improve students’ geographical practice ability. |
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