Research On Geography Practice Problem-Based Teaching In Senior Middle School

The 2017 version of the new curriculum standard proposes four core qualities of geography.Among them,the practical ability of geography as an action ability and will quality is of great significance in the growth of students.At the same time,the new curriculum standard proposes a teaching method of problem-based teaching,emphasizing that the classroom is centered on "problems".Students use interactive,enlightening,and inquiry-based learning through problem-based,project,or theme-based activities.Cooperate to build your own knowledge system,improve your will quality and ability to act.The study of geography problem-based teaching in high school based on the practice of geography practice is conducive to the development of geography classroom problem-based teaching and the cultivation of core qualities such as students' geography practice ability.This article takes the new geography curriculum reform as the background,and constructivism theory,subjective education theory,responsive teaching theory,and problem-based teaching theory as the theoretical basis.By studying domestic and foreign literature,this paper proposes a high school geography problem-based training method based on geographic practice The subject of teaching research mainly uses the literature research method,questionnaire survey method,case analysis method and experimental contrast method to study high school geography problem-based teaching and students 'geography practice literacy,and to promote the students' geography practice with question-based teaching methods.Cultivation of force literacy.Based on the analysis of the relationship between problem-based teaching and geographic practical training,a questionnaire survey was conducted on high-school teachers and students about geographical practical teaching and problem-based teaching.The survey found that the current high school geographical problem-based teaching and training of geographical practical training There are problems that teachers do not understand problem-based teaching,lack of classroom context materials,neglect of students' problem consciousness,less opportunities for geographic practice activities,single classroom summary evaluation and low transfer ability.In view of the above problems,it is proposed to strengthen theoretical learning and update teachingconcepts.3.Construct geographic material library to reproduce the real situation,raise students' problem awareness to awaken learning needs,carefully plan teaching and carry out practical activities,conduct multi-teaching evaluation to promote teacher-student reflection,expand and extend new situations and try to solve new problems.Taking the lesson of "the main forming factors of soil" as an example,a teaching case of problem-based teaching based on the cultivation of geographic practical skills is designed,and this case is put into practice.Experimental classes and control classes are selected for experiments.The experimental results show that the experimental classes The results were significantly higher than those in the control class.In the end,it is concluded that problem-based teaching is not only conducive to students' knowledge of geography,but also helps to cultivate students' problem consciousness,cooperative inquiry ability,problem-solving ability,and courage to face difficulties.