Research On The Design Of Geographical Practice Activities In Senior Middle School Base On Geo Practical Power

As one of the four core qualities of geography,geography practical force is an essential quality for students' lifelong development.In the high school stage,colorful geographical practice activities are an effective means to cultivate students'geographical practice.The goodness of the design of geographical practice activities directly affects the training effect of geographical practice activities on practical accomplishment.Based on the theories of activity teaching theory,geographical science theory and system science theory,this article adopts research methods such as literature research method,questionnaire survey method and case analysis method.It consists of practical activities design principles,practical activity types,and practical activity elements.The four dimensions of the activity design model constitute the geographical framework for the practical practice of designing the orientation of practical force,aiming to provide support for high school teachers in designinggeographical practice activities,and promote the development of geographical practice activities,and improve the level of geographical practice of high school students.(1)Through the screening of literature data,this paper explains the connotation of geographical practice and geographical practice activities,and specifies the value of geographical practice activity design for cultivating geography practice literacy.And from the four aspects of learning theory,teaching theory,geographical science theory and system science theory,the theoretical basis of the design of geographical practice activity of the orientation of practical force is analyzed.(2)This paper focuses on high school geographic practice activity design and geography practical force research.By consulting relevant literature and combining the experience gained in school teaching practice,we design two survey questionnaires,one for students surveying the current level of geography practice of Chinese senior high school students.Questionnaires and questionnaires are questionnaires for teachers who are currently investigating the current status of the design practice of senior high school geography in China.The student questionnaire surveys the high school students'practical level from the four dimensions of geographic practice awareness,practical ability,practical experience and practical interest.Through the "questionnaire network" and paper-based forms,a total of 220 questionnaires from high school students from seven provinces and municipalities in Chongqing,Hubei,and Hebei were collected.The teacher questionnaire surveyed the current situation of the design practice of senior high school geography from the four dimensions of the teacher' s understanding of the geographical practice activity teaching,the development of practical activities,the design of practical activity cases,and the support of the school on the teaching of geographical practice activities.Questionnaires for teachers were distributed through questionnaires.A total of 85 questionnaires were collected from first-line geography teachers in dozens of provinces and municipalities in Hebei,Hubei,and Inner Mongolia.(3)The results of the survey and statistical analysis show that high school students have a keen interest in geographical practice activities and are willing to participate in various practical activities.However,they generally lack practical experience,and their practical level is low:they lack understanding and application of geographic tools.The ability to adapt to the field environment and social issues is weak;the performance of the geographic experiment is inadequate.At the same time,the vast majority of high school geography teachers are also very interested in practical activity teaching,and it is generally accepted that the practice-oriented geographical practice activity design has a great influence on the cultivation of practical literacy,but teachers lack the design of practical activities.Experience and ability,lack of development and integration of practical resources,coupled with other restrictive factors such as security risks,insufficient funding,and other aspects,the design and development of high school geographic practice activities is not satisfactory.In response to the difficulties faced in the design of practical activities,the author put forward some solutions to the problems given by the frontline geography teachers.(4)How to design a practice-oriented geographical practice?The author has constructed a practical framework for the design of geographic practice activities.The framework consists of four parts:the principle of practice-oriented geographic practice design,the types of practical activities,the elements of practical activities,and the design of practical activities.The practice practice-oriented geographic practice design pattern is the focus of this article.Based on the composition of practical activity elements,under the guidance of practical activity design theory,the author initially constructed a practical force-oriented high-level geographic practice design pattern.According to the geographical practice activity design pattern constructed in this paper,combined with practical activity design principles,three high school geography practice cases were developed and designed in a modular manner.One is the field survey of natural geography and the other is the social survey of partial human geography.Class activities,the last one is the simulation experiment activity in partial geographic operations.The case design is used to feedback the practical force-oriented geographical practice activity design patterns constructed in this paper,thereby perfecting the model to make it operational and efficient.This study constructs a framework of geographical practice activity design framework for practical force orientation,provides theoretical support for the design of practical activities for geography teachers,is conducive to the smooth implementation of geographical practice activities,and thus promotes the development of geographical practice activities,and improves the geographical practice of high school students.Force level.However,due to the limited research level of the author,the practical force-oriented high school geographic practice design model constructed in this paper still needs to be improved in terms of scientificity,universality,and operability.