| At the beginning of this century,our country’s reform of the Geography Curriculum for Senior Middle Schools and PEP High School Geography New Textbook were among the landmark achievements that were promoted in many provinces throughout the country.The setting of the“Question Research” column is an innovative point in the teaching textbook for senior high school students.The new curriculum reform highlights "students’ exploration of geography problems".In reality teaching,the "score-oriented" education environment is difficult to provide students with a relaxed atmosphere of inquiry.Due to the tight schedule and limited energy,middle school students have fewer geography inquiry classes.The result is that the "Question Research" column of the Geography textbook for senior high school students has not been fully implemented,and its role in cultivating students to explore literacy is far from being fulfilled.Therefore,it is necessary to thoroughly analyze the current situation of the“Question Research”column.The second chapter of this research focuses on the“Question Research”section of the research subject’s senior high school geography textbook.It outlines four aspects from its design basis,main features of the content,new teaching features,and theoretical basis for discussion.The third chapter is on public services for national educational resources.The excellent class display section of the platform organizes video clips related to the“Question Research”column of the senior high school geography textbooks for 2015,2016,2017 and selects the best course of the 16“Question Research”columns for the three compulsory textbooks.Each column selects two lesson examples in different years.Through classroom observation,the introduction from the classroom,teaching methods,teacher teaching time,student communication,speaking time,learning outcome evaluation methods,and class summary in seven dimensions are analyzed.Present the status quo of the teaching of the“Question Research”column,and summarize the advantages and disadvantages that they exhibited.Then according to Dr.Yang Ailing’s four classifications of“Question Research”columns,select a typical class for each type,and focus on the advantages and disadvantages.Prepare more targeted and easy-to-operate improvement strategies for the teaching of the "Question Research" column.The fourth part of this study focuses on the video analysis results of class lessons and uses interviews to understand the perspectives of the first-line high school geography teachers on the problems in the“Questions Research”column.First of all,the“Question Research”column as a whole has led to general teaching.To improve countermeasures,that is,to use the series of micro-video and audio courses to alleviate the problem of tight schedules,clarify the "problem" orientation,highlight the main body of students,and evaluate multiple ways.Afterwards,the detailed combination of the four types of targeted "Question Research" column teaching improvement measures,such as fantasy type: The combination of research cases and trial planning,to cultivate students’ planning ability.Focus on training students to collect geographic information capabilities;Reflective type: Conduct geographical surveys and write analysis reports to train students’ comprehensive practical skills.Improve the operability of“Question Research”.Analytical models: Reduce difficulty,simplify complex issues.Setting up scenarios for integration;And demonstrate types: Integrating Information and developing Research-based Learning,develop students’ comprehensive ability.Organize debates on classroom issues.In the concluding part of this study,we first give an overview of the research conclusions,then analyze the deficiencies in the study and look into the future of the research. |
