The Study Of The High School Human Geography Teaching Theory Based On Discipline Knowledge Structure And Thinking Method

“The teaching idea is hard to be brand new,and there is always a trace of it in history.” If we understand it from another perspective,we can always find the light that can guide the teaching idea of the discipline from the discipline itself.Therefore,to a certain extent,this research is a traceability study of a subject didaktik,and this "source" is the discipline knowledge structure and thinking method.The purpose of this study is to explore the guiding role of human geography in the structural and teaching implementation of high school human geography knowledge.Taking high school human geography teaching as an example,this paper shows how to use discipline knowledge structure and thinking method to guide teaching and alleviate the dilemma that the current discipline didaktik research is not distinctive compared with the general curriculum and teaching theory research.Firstly,through literature analysis,a complete structure of knowledge and thinking of human geography is sorted out.Then,a questionnaire was designed to consult the experts on the identity of the preliminary research conclusions and the corresponding amendments were made.Finally,how to apply and test the research conclusion in teaching practice is expounded in the form of classroom observation.The main research results are summarized as follows:1.The paper holds that structure of discipline knowledge refers to the inner relation of knowledge,and the logic of discipline thinking refers to the mode of discipline thinking.The two standing points to summarize the knowledge structure and thinking method of human geography are "man-land relationship in regional system" and "regional system of man-land relationship".To understand human geography from the perspective of "man-land relationship about regional system",its logical principal axis is to analyze human geography problems and phenomena from a regional perspective,and from "regional system about man-land relationship" to understand human geography,its logical principal axis is to view human geography problems and phenomena from the perspective of man-land relationship.2.The knowledge structure of human geography plays a guiding role in the extraction of the core theme of human geography content and the sorting out of the theme correlation.Therefore,the seemingly "scattered" high school human geography content can be structured.Firstly,starting from the general content dimension of regional research and combining the specific research problems of human geography,the three core themes of human geography in high school are "spatial distribution","spatial process" and "spatial connection";Secondly,from the point of view of the formation of regional system,there is a relationship between the three core themes.From the point of view of man-land relationship,the three core themes constitute the carrier of the overall cultivation of man-land coordination concept.3.The thinking method of human geography provides a direction for grasping the overall teaching direction and the specific teaching route of the core theme of human geography in high school.In terms of teaching direction,"regional system of man-land relationship" indicates that human geography teaching should be grasped from the perspective of the overall goal of regional sustainable development,and the focus of human geography teaching should be shifted from "human" to "man-land relationship".As for the teaching route,"man-land relationship in regional system" indicates that the teaching of the core theme of human geography in high schools should be guided by the regional thinking method.The paper holds that :(1)the "formal area" thinking method is suitable for the attention of the"spatial distribution" teaching on distribution characteristics and distribution causes in terms of content and thinking;(2)thinking method of "functional area",which fits the emphasis of"spatial connection" teaching on the analysis of inter-regional horizontal connection in terms of content and thinking;(3)the three basic research links of the regional system of man-land relations are consistent with the emphasis on the basic constituent units of human geography process in the teaching of "spatial process" of human activities;3.Through the analysis of the internal relationship between man-land relations and the regional perspective,this paper holds that the regional characteristics of man-land relations,regional differences of man-land relations and inter-regional connections of man-land relations constitute the connotation and level of ""man-land coordination ".4.The consultant experts have a high degree of agreement with the conclusions of the study.By summing up the expert opinion and further consultation,this paper holds that: 1.In teaching,the differences between human geography and regional geography should not be overemphasized,but the connection between them should be paid more attention to.Emphasizing the regional perspective does not ignore the principles and laws of human activities themselves.The paper points out that the main goal of human geography teaching in high school is not to understand human activities themselves,but to take human activities as the carrier to cultivate students' geographical literacy such as regional thinking methods and the concept of man-land relationship;2.The thought and method of "form area" and "function area" should not be completely separated when guiding the core theme teaching,but should be considered comprehensively with different emphases.5.This paper expounds how to apply the research conclusions in classroom observation.For the first time,this paper designed the observation scale of human geography in high school based on discipline knowledge structure and thinking method for the first time.The core is to design the index system of classroom observation scale by using the core theme ofhuman geography and its teaching ideas.Taking this as a tool,the case of geography teaching is analyzed.From the perspective of discipline,the combination of quantitative and qualitative analysis,diagnosis and evaluation of teachers' classroom teaching behavior were carried out,by this,this paper shows another possible empirical method of subject teaching research conclusion in addition to classroom teaching experiment.