Research On Geography Instructional Design Based On Geography Thought Method In Senior High School

The nineteen Party of the party clearly put forward that "we should fully implement the party’s educational policy,implement the fundamental task of establishing morality and nurturing talent,develop quality education,promote educational equity,and cultivate socialist builders and successors of the comprehensive development of the United States and the United States and the body." In order to adapt to the new trend of the reform of the international basic education curriculum,to solve the problem of the lack of integration of the "three-dimensional target" in the educational practice and to carry out the new requirements of cultivating "the people of Lide tree",the revision of the curriculum standard of high school curriculum began to start.The core literacy includes four elements: comprehensive thinking,man land coordination,geographical practice power and regional cognition.The core quality of geography emphasizes not how much the geography knowledge and skills can be grasped,but the ability to acquire geographical knowledge and skills.The essence of it is to make students have a unique way of thinking and to master the scientific method of geography.Geographical thinking is the essence of geographical content and an effective way to acquire geographical knowledge.At present,the cultivation of students’ core literacy is still in the daily teaching.The application strategies of geography and thought methods in high school geography teaching design can be really strengthened in geography teaching,and ultimately improve the students’ geographical core literacy.Therefore,it is of great practical significance to study the penetration of geographical thinking methods in high school geography teaching design.In this study,literature research methods,interview methods,questionnaire survey methods,text analysis methods,and statistical analysis methods were used.First of all,through the analysis and analysis of the geographical thought methods and geography instructional design related literature,we grasp the research status and research trends of geographical thinking methods and geography teaching design,and find out the basis and entry point of this research.Second,by sorting out the geographical thinking methods of different eras,organize the methods of inductive geography.In-depth analysis of curriculum standards and content of teaching materials,collate the geographical thought methods contained therein.Third,interview front-line teachers to understand their understanding of geographic thinking methods,the degree of attention,the degree of teaching penetration,etc.,to provide basis for the formulation of questionnaires.Adopting a self-administered questionnaire to analyze the infiltration status of geographical thinking methods in geography teaching in middle schools and mastering empirical data to provide data support for geography instructional design.Fourth,statistical analysis of the literature and questionnaires revealed data on the application of geographic thinking methods in geography teaching design in middle schools,which provided support for teaching design strategies.Sixth,conduct case design based on the proposed training strategy.Finally,summarize the main conclusions,innovations,inadequacies and prospects of the study.In this paper,by combing ancient,modern,and modern methods of geography thinking,we construct a content system of geographic thinking methods.Under the guidance of the system,we analyze the curriculum standards and the analysis of teaching materials,and extract a section entitled “Countermeasures against desertification—taking Northwest China as an example”.The geographical thoughts in the study include: human-earth relations,human-to-local coordination,local conditions,regional thinking,geographic process thinking,causality,holistic and differential thinking;geographical methods include: description method,diagram method,geographical survey method,Comprehensive analysis method,geographic experiment method,geographical comparison method.Through the investigation of teachers and students,it is found that teachers are important factors influencing the cultivation of geographical thought methods,students are more concerned with geographic thinking methods,but their familiarity is low.On the basis of reading geography thinking methods and related literature on high school geography teaching design,combined with the problems found in the survey,the following tactics were proposed: fully exploiting the geographical thinking methods in the curriculum,clearly listing geographical thinking methods and objectives,and according to different geographical thinking methods Select effective teaching methods,analyze typical examples of infiltration geography,and conduct geography teaching design.Under the guidance of the above strategies,instructional design was made for the causes of desertification and desertification control measures.The main conclusions of this paper are: the contents of the curriculum and teaching materials should be deeply excavated,the students pay more attention to the geography and methods,but the knowledge is low,and the teachers are the important factors that influence the cultivation of geography thought methods.The innovation of this research lies in the innovation of research perspective.By constructing a content system of geographical thinking methods,the contents of geographical thoughts and methods contained in the curriculum standards and teaching materials are analyzed,teachers and students’ knowledge and penetration of geographic thinking methods are investigated,and the geography teaching design research is emphasized from the perspective of geographic thinking methods.