Application Research Of Problem-based Teaching In High School Geography Classroom

The new era of basic education curriculum reform requires abandoning the traditional teaching style,establishing a teacher-led,student-centered educational philosophy,innovating and cultivating students' core literacy teaching methods,and truly implementing the educational reform concept of returning classrooms to students.In 2017,the latest version of the geography curriculum standard clearly pointed out that it is necessary to innovate the geography classroom teaching method,flexibly design geography teaching activities,and guide students to learn geography curriculum knowledge through independent learning and cooperative inquiry,and recommend teachers to adopt problematic questions in the chapter on teaching implementation recommendations.teaching.Problem-based teaching is a teaching method that integrates relevant teaching content with the core of the problem,allowing students to learn new problems around finding problems,asking questions,analyzing problems,and solving problems.In the process of solving problems,learning the geography behind the problem.Knowledge and achievement of teaching objectives are teaching methods that are consistent with the new curriculum reform philosophy.Based on a large number of recent researches on problem-based teaching at home and abroad,this paper divides the types of questions and problem-based teaching.At the same time,combining the characteristics of geography and the core literacy of geography,the paper explores the implementation process of problem-based teaching in high school geography classroom,and constructs the application strategy of subject-based problem teaching and project-based problem teaching in high school geography classroom and provides case analysis.Finally,through the action research and experimental research,the empirical research on the implementation of problem-based teaching classroom is carried out.The advantages of problem-based teaching and the existing problems and limitations are obtained.According to the teaching practice and the suggestions of the evaluation teachers,The high school geography classroom application problem-based teaching needs attentionand improvement strategies,and provides a teaching reference for the application of problem-based teaching by geography teachers in the first-line middle school.The main conclusions of the thesis are as follows:(1)The problem of problem-based teaching in high school geography classroom application: problem-based teaching has aroused the classroom atmosphere,improved students' interest in learning,and enhanced students' problem awareness and ability to solve practical problems;Problem-based teaching stimulates students' desire to explore through problem situations and develops students' high-level thinking skills;Problem-based teaching acquires teaching knowledge through students' analysis of problems and problem-solving,and improves students' mastery of knowledge and application ability;The problem-based instructional design incorporates the newly proposed core literacy of geography and promotes the achievement of the core literacy of students' geography.(2)The problems and improvement strategies of problem-based teaching in high school geography classrooms: the creation of problem situations is more difficult,requiring teachers to enhance their ability to store geographic knowledge,to be good at discovering geographical problems around them,and to improve the relevance of geography and life;Problem-based teaching is highly uncertain,and it puts forward higher requirements for teachers' knowledge level and teaching skills.The class time is limited,teachers need to strengthen the management of classroom discipline,strictly control the time for students to explore problems,and ensure the smooth achievement of teaching objectives;Problem-based teaching is difficult to ensure the sequence of questioning in the classroom.It is necessary for the teacher to grasp the difficulty of setting the problem and pay attention to the level of the problem.The problem-based teaching classroom is difficult to effectively guarantee the systematicity of the student's knowledge.It requires the teacher to guide and guide the students to build the knowledge context.Frames.