Research On The Cultivation Of Middle School Students' Consciousness Of Problem In High School Geography Teaching

High school geography plays an important role in basic education.Senior high school geography pays attention to cultivating students' geographic quality,enhances students' sense of social responsibility,and promotes students' formation of correct world outlook and values.Therefore,students' problem awareness plays an extremely important role.This study is based on psychological theory,educational psychology,constructivist learning theory,and cognitive-discovery learning theory.It uses literature research methods,questionnaire surveys,and classroom observation methods to analyze the status of high school students' awareness of geography problems.The existing problems propose corresponding solutions.This study is mainly divided into six parts:The first part is the introduction,which mainly introduces the research background,the purpose and significance of the research,summarizes the domestic and foreign research review,and clarifies the research methods and research ideas.The second part defines the relevant concepts of problem awareness.The third part discusses the necessity and theoretical basis of the cultivation of high school students' consciousness of geography problems,including the theory of educational psychology and constructivist learning theory.The fourth part is a questionnaire survey on the cultivation of students' problem awareness in high school geography teaching.Through statistical analysis,it is found that the problem consciousness of high school students is relatively weak,and the teacher's emphasis on students' problem awareness training is not very high and it needs to be improved.The fifth part is the construction of strategies for cultivating students' problem awareness in high school geography teaching.The main strategies include merging the teacher-student relationship,creating a democratic and harmonious learning environment,emphasizing the learning process,and stressing learning methods;creating problem situations and inspiring learning interests;variant training,diverging students' thinking,and cultivating problem awareness.Finally,a case teaching design was conducted according to effective strategies.The sixth part is the important conclusion of this paper,and points out the existing problems.