The Cultivation Of High School Students’ Geographical Problem Solving Ability Based On The Pad Class

With the advancement of the new curriculum reform,more and more attention has been paid to the cultivation of problem-solving ability in the process of geography teaching.However,the traditional teaching model values to the imparting of knowledge,while ignores the improvement of ability,thus the cultivation of the ability to solve geographic problems is not optimistic,exploring ways to cultivate the ability to solve geographic problems has become a hot topic for many geographic educators.The Presentation-Assimilation-Discussion class,which expressed in the following as the abbreviation PAD class,is a teaching model which has been rising gradually in recent years.It puts forward in view of the shortcomings which existed in the class of our country.It has attracted wide attention and gained high recognition in the promotion and application of various disciplines since it has been put forward.The PAD class not only emphasizes the cooperation and communication between students and teachers,but also encourages students to explore independently,which is consistent with the concept of geography teaching in senior high schools.This teaching model is divided into three parts: lecture,internalization and discussion,which accords with the cognitive activity rule of problem-solving.Therefore,this paper attempts to introduce the PAD class into senior high school geography teaching,aiming to verify whether the PAD class can improve the problem-solving ability of high school students’ geographic problems,hoping to provide new teaching ideas for cultivating the geographic problem-solving ability.Firstly,the thesis states the concept and research status of PAD class model and geographic problem-solving ability at home and abroad.Secondly,it designs “the attitudes of facing geographic problems”,“the way of solving geographic problems” and “the quality of solving geographic problems ”.The questionnaires which contains three aspects were sent to the students in grade one of a XinZheng High School,and the status of the problem-solving ability of high school students in the school was investigated.Then,it analyzes the advantages of improving students’ ability to solve problems in the PAD class teaching model.Based on the process of the PAD class teaching model and the shortcomings of students’ problem-solving ability,it puts forward the teaching strategies of improving students’ ability to solve problems in PAD class.Finally,by observing the changes in students’ geography problem-solving ability and geography grades before and after the experiment,the impact of the PAD class on the ability to solve geographic problems is analyzed.The results show that: Firstly,through the analysis of questionnaires,the students’ overall geographic problem-solving ability is weak,the attitude towards geography is not positive enough,the deficiency of geographic problem-solving ways and the quality of geographic problem-solving is not sufficient.More specific details are as follows:(1)students’ willingness to participate in class is not high;(2)weak awareness of geographic issues;(3)geographic thinking is not active,single problem solving path;(4)low ability of analyzing and judging issues;(5)insufficient student reflection ability.Secondly,aiming at the shortcomings of the current high school students’ ability to solve geographic problems,combined with the characteristics of geography subjects,this paper proposes teaching strategies based on the PAD class model to cultivate students’ geographic problem solving ability.(1)Lecturing session : Optimize the teaching of the PAD class,construct the geographic knowledge framework;create the situation of life problems,stimulate students’ interest;rationally use the "white space" to stimulate the awareness of the problem.(2)Internalizing session: Optimize the homework design to meet the needs of students’ individualized development;strengthen the work supervision and cultivate students’ reflective ability.(3)Discussing session: standardize students’ class discussion behavior,improve geography classroom participation;create a harmonious discussion environment,encourage students to speak boldly;pay attention to multi-evaluation and comprehensively improve students’ geographic literacy.Third,after analyzing questionnaire concluded that the PAD class can improve the ability of high school students to solve geographic problems,and in the "the attitudes of facing geographic problems","the way of solving geographic problems" and "the quality of geographic problems solving" The quality of these three aspects have improved.Through the comparative analysis of geographic grades,it is found that after the experiment,there are significant differences in the geographic scores between the experimental class and the control class.The experimental class has a greater improvement in geographic scores before the experiment,and the PAD class model can improve the students’ geographic achievements.Fourth,the effect of the “the way of solving geographic problems” in the PAD class is more significant;about “the attitudes of facing geographic problems”,students’ willingness to participate and awareness of problems are more obvious,and students’ influence on their efforts is less,about “the way of solving geographic problems”,students’ self-learning ability and cooperation and communication level have been greatly improved;about “the quality of geographic problems solving”,the students’ ability to summarize reflection and analyze problems,and the level of knowledge transfer have been significantly improved.The innovation of the thesis lies in the innovation of the research subject.Through researching literature review at home and abroad,it can be found that there are few studies on the combination of the PAD class and the ability to solve geographic problems.This paper closely combines the practice of geography teaching and discusses the influence of the PAD class on the ability to solve geographic problems,which has certain novelty.