Research On The Cultivation Of Geographical Core Literacy Based On Problem-based Teaching

The study of geographical core literacy is a hot research topic in geography subject with the curriculum reform,and the creation of learning methods to cultivate geography subject literacy is also one of the curriculum concepts promulgated by the new curriculum standard.The development of problem-based teaching has a long history.It coincides with the teaching idea of geographical core literacy and is an important teaching method to innovate and cultivate geographical core literacy,but there are few researches on the combination of the two.Therefore,the research on the cultivation strategy of geographical core literacy based on question teaching can effectively fill the theoretical gap and guide the teaching practice in middle school geography classroom.This thesis takes problem-based teaching as the starting point,taking the cultivation of geographical core literacy as the foothold,taking classroom observation and work analysis as the main research methods,and combining the results of interviews with relevant experts.Based on the theoretical basis and interpretation of the connotation of geographical core literacy,this paper constructs the observation and diagnosis scale for the cultivation of geographical core literacy from the perspective of problem-based teaching,and uses the scale to diagnose and analyze the actual geography classroom teaching in senior high school.In order to understand the current situation and main problems of the cultivation of geography core literacy in the implementation of problem-based teaching in senior high school geography,the author puts forward the corresponding strategies by analyzing the relevant middle school geography teaching design.The conclusions of this paper are as follows:firstly,it defines the basic concept and frame structure of "problem-based teaching" in geography,excavates the relationship between geographical problem-based teaching and geographical core literacy.Secondly,interprets the connotation of the cultivation of geographical core literacy,the thesis constructs the diagnostic scale of geography core literacy training based on problem-based teaching activities.Thirdly,it puts forward the main problems and training strategies of the current high school geography core literacy cultivation.This thesis is divided into six parts:The first part is the introduction,mainly through the collection and arrangement of domestic and foreign literature on the contents of "problem-based teaching" and"geographical core literacy",to clarify the basic direction of the research topic,and to sort out the international,the research background of policy and its own discipline development indicates the significance of the research from two angles of theory and practice,generalizes the research status quo of domestic and foreign problem-based teaching,geographical core literacy and the cultivation strategy of geographical core literacy,and formulates the research scheme to clear research objectives,select appropriate research methods,design the research route,explain the research innovation.The second part is the theoretical framework.On the one hand,it defines the concepts of problem,geography problem,problem teaching,geography subject problem teaching and geography core literacy,and analyzes the relationship between geographical core literacy and problem teaching;on the other hand,it clarifies the theoretical basis of this paper.It is concluded that the theory of geography science is the basic theory,the theory of geography curriculum and teaching is the direct basis,the learning theory of constructivism is the guiding direction,and the theory of problem teaching is the theory of essence thought.The third part is the construction of the scale.By means of interview,expert consultation,literature review,unscramble the process link of the problem-based teaching activities,determine the content direction of the geography core literacy training,a "diagnostic scale for the cultivation of geography core literacy from the perspective of problem-based teaching" was constructed.The fourth part is the present situation analysis.Through classroom observation and work analysis,this thesis makes a diagnosis and analysis of the classroom situation of the cultivation of geographical core literacy in problem-based teaching,and combines qualitative and quantitative analysis.This thesis sums up the main problems and shortcomings in the cultivation of geographical core literacy in the problem-based teaching of senior high school geography teachers.The fifth part is the strategy proposal.In view of the main problems of chapter 4,in the general direction of implementing the problem-based teaching,a proposal strategy is put forward on four dimensions of geographical core literacy.The sixth part is the main conclusion of this paper,there are shortcomings and prospects.From the theoretical level,this study explores the strategies of classroom teaching for the cultivation of geographical core literacy.To a certain extent,the research results enrich the theoretical system between problem-based teaching and geographical core literacy cultivation,providing theoretical guidance and direction guidance for middle school geography teachers to implement problem-based teaching effectively and promote the cultivation of geographical core literacy.