Study Of High School Geography Problem-explanation Under The Background Of New Curriculum

In July 2001, the ministry of education promulgated the "full-time compulsory education geography curriculum standard", which marks the compulsory education in China has entered a new stage of development. In March 2003, the "ordinary high school curriculum plan" and the "ordinary high school curriculum standard" ware promulgated by the ministry of education which does a detailed provisions for the curriculum structure, the curriculum standards, the teaching process, the curriculum evaluation, the curriculum management, teachers’ cultivation and training, of which the requirements of teachers is particularly prominent. The teachers should pay attention to cultivate students’ independence and autonomy, cultivate students’ ability to discover problems and solve problems, cultivate students’ attitude and ability to grasp and apply knowledge. In the process of teaching, the teachers should be positive interaction with the students to realize common development. In addition, the teachers should pay attention to every student, understand each student’s needs, stimulate students’ interest in learning, so that each student can be fully developed. As a new kind of teaching and research activity, problem-explanation appears to meet the requirements of the age. However the study of geography problem-explanation is less now, the basic theory needs to be improved. Therefore, the high school geography problem-explanation has great research value.According to the collection, the collation and the analysis of the domestic and foreign literature, summarize the results of geography problem-explanation researched by the experts and scholars, try to construct the basic theory of high school geography problem-explanation, including the concept, significance, and the contents and principles of problem-explanation. The concept of problem-explanation provides convenience for the teachers to research paper, express the problem-solving ideas, methods, processes and the reflection of the question, reveals the internal relations between questions and teaching materials, curriculum, examination, teaching and so on. The significance of problem-explanation is to promote the continuous innovation of the new curriculum reform, innovate geography teaching and research form. It is conducive to the improvement of teachers’ professional development and teaching ability. It is beneficial to improve the teaching and research level and the teaching quality. The content of problem-explanation includes saying test conception, saying test goals, saying the answer questions, saying problem-solving ideas, saying the answer strategy, saying evaluation of the answer, saying the test reflection. The principles of problem-explanation includes the principle of combining theory with practice, the principle of hierarchy, the principle of comprehensiveness, the principle of gradual and orderly progress.Through the way of questionnaire survey, a questionnaire survey was conducted on the geography teachers in senior high schools in Heilongjiang Province, understand the recognition degree of the high school geography teachers in Heilongjiang Province to the basic theory of problem-explanation, understand the number of high school geography teachers taking part in problem-explanation activities and their enthusiasm, understand the attitude of the high school geography teachers to problem-explanation. Recycling the questionnaire and using the SPSS data analysis theory to analysis the questionnaire found the problems that the understanding degree of high school geography teachers to problem-explanation is low, the number of participating in problem-explanation activities is few, the attitude to problem-explanation is positive. To analyze the causes of problems: Firstly, higher entrance pressure, the responsibility of teachers is heavy, they have no energy to pay for problem-explanation. Secondly, teachers especially the teachers in charge have a lot of daily work of the school, they have no more time to pay for problem-explanation. Thirdly, the difficulty coefficient of problem-explanation is higher and the teachers’ level is limited. Fourthly, the superior departments carry out less problem-explanation activities, the teachers have no platform of problem-explanation. To solve the problems, we should strengthen the understanding of the teachers to the geography problem-explanation, improve the geography teachers’ participate in the problem-explanation activities, change the teachers’ attitude to problem-explanation.In view of the current situation of school geography problem-explanation, I put forward some problems which exist in the content and language performance of problem-explanation. Aiming at the existing problems, I come up with the corresponding solutions.The practical significance of high school geography problem-explanation is great, which can promote professional development of geography teachers and the improvement of geography teachers’ teaching level. Meanwhile it can deepen the reform of new geography curriculum, promote the new curriculum reform on going. Therefore, the high school geography problem-explanation activity is a research activity which should be vigorously promoted.