Research On The Teaching Strategy Of "Geographical Process" Based On The Cultivation Of Scale

Nowadays,the main research direction of geography has shifted from the description of surface morphology and static structure composition to the exploration of various geographical processes and their interaction mechanisms.Geographical processes are the research trend of geography.Scale is the key concept of geography and always occupies a pivotal position in the development of international geography education.Scale thought is the way to view the world from the perspective of scale,which is the key component of geography.China's geography curriculum standards also give full attention to the geographical process and scale thought.The geography course should be taught based on the geography thought,which should be regarded as the logical starting point and training target of geography teaching and highlight the characteristics of the subject.Scale thought is consistent with the geographical process.Taking scale thought as an overall plan for teaching geographical process and integrating teaching factors can help students find and solve problems in the geographical process more systematically and clearly,and promote the realization of the core accomplishment of geography.However,the penetration of scale thought in the current geography process teaching is not ideal,so this paper conducts a research on the geography process teaching strategy based on the scale thought cultivation,which is of great significance to enrich relevant theories and guide practice.The thesis mainly adopts the methods of literature research,expert consultation,classroom observation,quantitative and qualitative analysis.It consists of six chapters.Firstly,the research background,significance and research status at home and abroad are sorted out to determine the research direction and path of this paper.Secondly,key words,namely "geographical process" and "scale thought",are extracted from the paper title,and then disassembled step by step(process?geographical process?geographical process classification;Scale?scale thought?scale thought content;(The relationship between geographical process and scale thought).The core concept is defined and the theoretical basis of this study is expounded,namely,scale theory,geography course and teaching theory,cognitivism learning theory,SOLO classification and evaluation theory.Thirdly,based on the theoretical basis of the second chapter,the classroom diagnosis scale of "the current situation of 'geographic process' teaching based on the scale thought cultivation" is constructed based on the practical needs of the penetration of mesoscale ideology in geographic process teaching,the record of geographic process teaching and expert consultation.Fourth,use the classroom diagnosis scale to diagnose the geography process classroom,summarize the teaching status,and find the existing problems;Fifth,put forward optimization Suggestions for the problems and provide teaching examples;Finally,the conclusion and deficiency of this paper are summarized,and the future prospect is put forward.The main conclusions are as follows:(1)The classroom diagnosis scale of "Current Teaching situation of 'Geographical process' based on scale Ideology training" was used to diagnose the class cases.From the overall analysis,it can be concluded that all the 12 samples scored 61.56 points,belonging to the "level 2-general level",and the overall level of geography process teaching based on the scale thought cultivation is not high.To be specific,there are differences among the four first-level indicators.Teachers pay more attention to the learning of knowledge and involve the teaching of analysis methods in the process of knowledge analysis,but neglect the improvement and penetration of students' abilities and concepts.The class class example teaching of the same level index is not only worth learning,but also has many shortcomings.(2)To sort out the problems existing in the mesoscale thought cultivation in geography process teaching,which can be divided into two aspects:general problems and individual problems.The common problems are as follows:the fragmentation of scale thought knowledge,the lack of structure of geographical process learning;The comprehensive analysis teaching is a little insufficient and the method of geographical process needs to be deepened.The scale penetrates the situation to lay not enough,the inquiry activity question direction is unclear;The actual implementation of "ability stimulation" is not in place,and the geographical process is explored briefly;The guiding role of yardage ideology needs to be improved,and the teaching of geography process needs to be improved.The personality problems are as follows:the scale of geographical process cannot be described clearly;Spatial and temporal characteristics of geographical processes stay on the surface;The scale of geographical process is limited within the class period;The geographic process image is not used properly and the scale selection needs to be improved.The geographical process reference cases are disorganized and the scale connection level is unclear.(3)For the above problems,optimization can be carried out in the following ways.Optimization Suggestions on common problems:to clarify the relationship between scale thought and knowledge and promote structured learning of geographical process;Strengthen the laying of comprehensive analysis method and promote the systematic acquisition of geographical process;Set up the problem chain based on the scale thought and optimize the construction of geographical process situation;Focus on the implementation of the ideological ability of scale,deepen the geographical process of exploration and migration;Make clear the value of scale thought and improve the teaching concept of geographical process.Suggestions for optimizing personality problems:pay attention to the scale to enrich students' sensory perception of geographical process;Excavate the characteristics of time and space and deeply analyze the principle connotation of geographical process;Contact course content,establish the overall view of geography process course;Accurate use of images to improve the expression and presentation of geographical processes;Pay attention to scale connection to ensure that the geographical process case is reasonable and powerful.