Research On The Status Quo And Countermeasures Of High School"Tourism Geography"Curriculum

As an important part of the national economy,tourism has gradually become the focus of government attention.With the development of social economy and the improvement of the living standard of human society,tourism has increasingly become a popular activity.As a "smoke-free industry",tourism is becoming increasingly important for improving the physical and mental quality of the people and realizing the reproduction of social labor.Since the reform of the geography curriculum in the 21 st century,"Tourism Geography" has become one of the elective courses for geography in high schools around the world,and has gradually become a regular test module in various places.Due to its closeness to daily life,this course is conducive to cultivating students' core literacy,family feelings and social responsibility in real situations.Its value is gradually valued by geography educators.However,in the implementation process,there are single teaching methods and command of college entrance examination Problems such as obvious stick action.Based on this,this article studies the current status of the course implementation,with a view to discovering the problems,finding out the causes and proposing countermeasures to promote better implementation of the course.This article uses literature research method,questionnaire survey method,interview method,statistical analysis method and semantic analysis method for research.First of all,review and sort out the domestic and foreign studies on "high school geography" and "high school tourism geography",put forward the research background and research significance of this study,and determine the research ideas and research methods of this article;second,on "tourism geography" The two concepts of “curriculum implementation” are elaborated,and the theoretical basis is determined: tourism geography,geography curriculum and teaching theory,pragmatism theory and constructivism theory;third,the current situation of the implementation of the curriculum in Kaifeng City is investigated.Curriculum understanding,teacher status,teaching status,curriculum evaluation,curriculum resource development and utilization,and teacher and student changes are conducted in six dimensions.Through investigation,we can understand the implementation of the tourism geography curriculum and summarize the characteristics and deficiencies;fourth,highlight the problems and causes To conduct induction and analysis;fifth,according to the results of interviews with front-line geography teachers,propose implementation strategies;finally summarize the main conclusions of this article and propose innovations,shortcomings and prospects.A survey of the current status of the implementation of the "Tourism Geography" course in Kaifeng found:(1)Cognitive level: Although teachers and students recognize the value of the "Tourism Geography" course,they do not pay much attention to the course;(2)Teacher level : The faculty is in good condition,but its own tourism knowledge and ability can only meet the basic teaching needs,lacking the unique knowledge and ability of the tourism geography major;(3)Teaching level: teachers are less familiar with curriculum standards and are not used frequently;The selection of teaching content and the setting of learning objectives are guided by the college entrance examination,based on the curriculum standards,and pay less attention to the students' foundation and interests;the teaching method is too simple,mainly based on the traditional teaching method;(4)course resource level: most Teachers do not have good development habits,and development and utilization are not in place;(5)Course evaluation level: single evaluation method,mainly based on traditional written examinations and daily tasks;(6)Teacher and student change level: the implementation of the course Teacher and student changes play a role in promoting.The problems in the implementation of the "Tourism Geography" course in Kaifeng City are more prominent.Mainly manifested in four aspects:(1)teachers and students do not pay enough attention to the course;(2)lack of course resources,development and utilization are not in place;(3)the teaching method is too simple and needs to be further optimized;(4)course The evaluation is too superficial and needs to be improved.Based on the research of tourism geography related literature in high school,combined with the questionnaire and the analysis of the results of interviews with first-line geography teachers,this article proposes several strategies to promote the better implementation of the course:(1)increase the content of geography teachers related training;(2)strengthen Tourism geography curriculum resource development: secondary development of teaching material resources;excavation of local tourism resources;utilization of teacher and student tourism experience;joint construction of tourism practice base;(3)flexible selection of multiple teaching methods: case teaching method,information technology teaching method,Multimedia teaching method and group cooperation method;(4)Enrich evaluation content and evaluation subject.The innovation of this article lies in the innovation of research methods and research content.In terms of research methods,with the help of https://bosonnlp.com/(Chinese Semantic Open Platform),the content semantic analysis method is used to understand the current situation of high school tourism geography implementation,and the traditional research method is changed to a single questionnaire-based phenomenon.In addition,the semantic analysis method is used to assist;on the research content,the current research on the implementation status of the high school geography curriculum is mainly concentrated on the compulsory module,and there is very little research on the elective module,especially the tourism geography module.This article implements the tourism geography in the high school elective course A more systematic study of the current situation.