Practice And Research Of Geography Living Teaching Strategy In High School Geography Class

Geography is a discipline that connects education with life.The "High School Geography New Curriculum Standards" proposes three basic concepts for geography teachers: 1.To learn useful geography for life;2.To learn useful geography for lifelong development;3.To build an open geography curriculum.At the present stage,some teachers lack specific practical operations and tactical guidance in building life-oriented classrooms,resulting in poor classroom teaching.The life-oriented teaching mode is also a hot topic in the field of geography classroom teaching.This teaching method can highlight the basic requirements for the geographical core literacy of the new curriculum standards for high school geography,break the conventional teaching model,change the teaching style of teachers,reshape the teacher's thinking structure,and change students.Learning attitudes will further enhance the application and practical value of geographic knowledge in real life.At the same time,the concept of new geography curriculum requires that teachers should highlight the characteristics of daily life in the classroom,make full use of it,integrate geography teaching with practical life,enable students to truly experience the relationship between geography and life,understand the intention of setting up geography disciplines,and be better for the future.Life and service.Based on the basic requirements of the three concepts of the new curriculum and the problems existing in the geography classroom,the design ideas of the paper are determined.From the perspective of the overall structure,the basic viewpoint of the dissertation is: to set up a life-oriented teaching strategy in all aspects of geography teaching process,to maximize the relationship between geography knowledge and practical life,and to build a geography life classroom to improve students' geography.Subject interests,improve student geography learning performance,stimulate student's ability of geographical thinking,help students develop behavioral habits actively inquiring into geographical problems in life,infiltrate students' knowledge of geography into daily life,and highlight the value of geography learning as a discipline of geography Infused with fresh vitality,attractiveness and creativity.This dissertation investigates and studies the development of life-based teaching in geography classrooms at home and abroad,comprehensively analyzes the problems in the teaching of geographic life,and establishes the practical significance of the research.At the same time,Rousseau's natural education,Dewey's pragmatic education,Tao Xingzhi's life education,and constructivist learning theory are the theoretical foundations for the implementation of geographical life-based teaching strategies.They use the literature research method,questionnaire survey method,interview method,and data statistics.Law and other research methods for targeted practice research.The specific implementation process is: through questionnaires and interviews with students and teachers,they explored the application of the life-oriented model in the geography classroom from different perspectives,and discovered the problems in the implementation of the geography-based life-style teaching.For students,the understanding of the interrelationship between geography and life is not deep enough;for teachers,it is difficult to formulate specific teaching strategies to build a living geography classroom.Secondly,with regard to the problem of life-oriented teaching,the three-link teaching mode was proposed: the introduction of life before class-the instruction of life in class-the review of life after class,and the implementation of geographical life in accordance with a diversified,multi-faceted and multi-formal scheme.Strategy,using experimental research to test teaching strategies to ensure authenticity and effectiveness,and then provide high school geography teachers with "life-oriented teaching" new ideas and new directions;the final selection of teaching high school geography must-purify I teaching content and daily life Case studies were conducted using assignments and other methods.The two parallel classes in Guiyang No.1 Middle School and No.1 High School were used as research objects.Through one semester of experimental studies,the results of the three classes of the two classes were analyzed using SPSS 19.0 software.The Feasibility and Necessity of Teaching Strategies in Classroom Implementation.The research results of the dissertation: The implementation of geographic life-based teaching strategies can effectively improve students' geography performance,cultivate geography interest,strengthen the attention and exploration of geographical phenomena in life,steadily improve the classroom atmosphere,and improve students' geographic thinking ability,observation ability,and hands-on ability.Improving the core qualities of students' geography disciplines will ultimately provide a new direction for the development of Guizhou Province's middle school geography life-oriented teaching model.