Exploring The Implementation Strategy Of "problem Research" In High School Geography Education

According to the Ministry of education to develop the high school geography curriculum standard(experimental),compared with the previous teaching editions of geography textbooks for senior high school,the geography textbooks of People's Education Press Center has an obvious difference which is that each chapter sets up a"problem research" version,for the purpose of obtaining geographic skills in the implementation of the new curriculum,"developing geographic thinking ability,grasping the geography study and explore geographic issues of basic methods and technical means".This paper mainly explores the present situation of "problem research",and puts forward the corresponding teaching strategies according to the existing problems.Through these teaching strategies,teachers should return the right of "problem research" back to the students,return the platform of "problem research" back to the students,and share the joy of "problem research" with students.This research mainly adopts the method of questionnaire survey and classroom observation method,to gain in-depth understanding of "problem research" in the actual teaching implementation status,influencing factors,teachers and students demands,and obtained the following results:under the influence of the pressure of "the college entrance examination,the interest of the students,the teachers' Comprehensive literacy and other factors,"problem research" columnsare rarely implemented.There is a big gap between the teachers' teaching and students' needs,the value of "problem research" need to be further implemented.Through in-depth interviews of front-line teacher,we understand the relevant circumstances of "problem research" of the implementation process,and let teachers put forward the feasible suggestion according to their rich experience in teaching the implementation of "problem research".we summed up the following teaching strategy:extracurricular visit,flipped classroom teaching,field investigation,role play etc..In summary of "problem research" teaching situation and problems of teachers' teaching practice and suggestions of relevant research in the past,we Forward "problem research" strategices by relatively stable expression patterns and processes.The results of this study are as follows:(1)Dividing "problem researchs" into the following types:natural geography type,human geography type and regional geography sustainable development type The classification simplify the classification,and it is convenient for teachers to select consistent and coherent "problem research" teaching strategies.(2)Adapting or replacing the "problem research" which does not meet the interests of students,and the development of the era.Emboding the "problem research" of the times,interesting and practical,so as to mobilize the enthusiasm of students to explore,reflect the application of knowledge value.(3)Classifying the teaching strategies of the above "problem research" on the basis of the above classification.Paving the way for the classification teaching,and reducing the burden of teachers' teaching in the teaching of the 16"problem researchs".(4)Defining each teaching strategy,teaching and teaching process and mode,and giving the corresponding complete teaching case which is convenient for teachers to understand and apply the teaching strategies to carry out the "problems" teaching research.In this paper,the implementation of the survey,interviews,observation and induction,more objectively reflect the "problem research" teaching practice.The purpose of "research" classification,adaptation or replacement strategies,classification,preparation process and form a pattern,is to stimulate the students' interest,reduce the burden of teaching,develop extracurricular resources,enrich teaching form.