Study On The Cultivation Of High School Students’ Geographical Comprehension By Using Question Based Teaching

With the advancement of the new college entrance examination,the evaluation system of the “one-body,four-layer and four-wing” college entrance examination was put forward.To realize this evaluation system,higher requirements are put forward for students’ knowledge transfer,application ability and their own knowledge scope in classroom teaching,and the transfer ability of students’ knowledge application generally belongs to the category of students’ comprehension.Therefore,the main purpose of classroom teaching is to promote the cultivation of students’ understanding ability.For the subject of geography,the geographical understanding is an important geographic learning ability,and cultivation and improvement of high school students’ geographical understanding is an important method to adapt to the evaluation system of geography college entrance examination,and the reasonable teaching mode is the premise and guarantee for cultivating the geographical understanding of high school students.The author believes that there is still a lot of research space for what kind of teaching methods should be used to cultivate the geographical understanding of high school students.This paper focuses on the use of problem-based teaching to cultivate high school students’ understanding of geography,and provides a method for the cultivation of high school students’ geographic understanding.This paper first introduces the research background,significance,domestic and foreign research status,research methods and research ideas.The definition of question-based teaching,geographic understanding is defined.The geographic understanding mainly includes the ability of geographic knowledge learning,the ability of geographic knowledge usage,and the ability of geographical practice.The problem-based teaching includes:asking questions,analyzing problems,solving problems,deepening problems,summarizing and evaluating.Clarifying the main theoretical basis of the research.Through the interview method to understand the current situation of problem-based teaching and its influence on students.According to the content of geographic understanding,a questionnaire was designed to investigate the current situation of geographic understanding of high school students.The survey found that the students were interested in geography,but the high school students’ geographical learning ability level is low,the geographical knowledge application ability needs to be improved,and the geographical practice ability is lack.The emergence of these problems is closely related to the current classroom teaching.Put forward the design principle of question teaching.The process of question teaching is analyzed in detail provides a theoretical basis for teaching design.According to the classroom process of question-based teaching,problem-based teaching design,The author selected two classes with no obvious difference in geography scores as the objects of research and analysis,namely the experimental class and the control class.The experimental class adopted question-based teaching,while the control class adopted traditional teaching.In the course of three months,select "urban location analysis" of a class,complete parsing.Qualitative and quantitative analysis was carried out on the changes of students’ geographical understanding in two classes to test the effectiveness of question-based teaching.Finally,the author pointed out the shortcomings of this paper,so as to improve and develop the future research work.