Research On Geography Problem-based Teaching Assisted By GIS In School

In 2017,a new "General High School Geography Curriculum Standard" was promulgated,which put forward "emphasis on problem-based teaching" and "deepening the application of information technology" in the teaching and evaluation recommendations.More and more people respond to the requirements of curriculum standards,pay attention to the study of problem-based teaching,pay attention to the training of students' information technology.Problem-based teaching can train students'core quality of geography.The unique regional and comprehensive geography make GIS have irreplaceable advantages in geography teaching.Therefore,the integration of the two in the first-line teaching has certain rationality and research value.On the basis of literature combing,this paper finds that in the first-line geography teaching,there is little research on GIS-assisted problem-based teaching,so the research topic of this paper is put forward.Through the literature combing,the research framework of this paper is established.Through empirical research,the experiment of the control class of the two-month experimental class was carried out in the internship school,and the experience and feeling of the students in the experimental class after the implementation of GIS-assisted problem-based teaching were understood through the interview,and the average performance of the control class and the experimental class were analyzed by comparison.Taken together,the following conclusions are drawn:(1)It is necessary to study the geographical problem-based teaching of GIS-assisted secondary schools,not only to respond to the call of the new national curriculum reform,but also to achieve the cultivation of students' geoscience literacy.(2)The purpose,objective,principle,method,mode and path suitable for GIS-assisted secondary school geography teaching are put forward.(3)There is rationality and applicability in the use of GIS-assisted secondary school geographical problem-based teaching.This article is divided into six parts:The first part,the introduction.Mainly through the literature combing method,the"problem-based teaching" and "GIS" of the relevant literature combing,understand the current research background and research status quo,and further clarify the research significance and research content of this paper.The second part,the relevant concepts and theoretical basis.On the one hand,it mainly defines the three main concepts of "problem-based teaching","teaching geography in middle school" and "GIS-assisted secondary school geography-based teaching".On the other hand,the four theoretical bases of this paper are defined,namely,geography curriculum and teaching theory,GIS-assisted teaching theory,problem-solving teaching theory and constructivism learning theory.The third part is the purpose,goal and principle of GIS-assisted geography teaching in secondary schools.The three main purposes are to enrich the teaching methods of the geography of middle schools,to optimize the geographical teaching environment of middle schools,and to improve the geography teaching mode of middle schools.The three main objectives are to be familiar with the operation of GIS software,to enhance the ability of spatial analysis,and to cultivate the core quality of geography.The three principles,namely,the integration principle of GIS and geographical problem teaching,the principle of combining task-driven and problem-based motivation,and the principle of combining theoretical learning and practical operation.The fourth part is the method,mode and path of GIS-assisted geography problem teaching in secondary school.Three methods are proposed,namely,operational demonstration method,task-driven method and training practice method.Three modes,namely horizontal derivation mode,vertical progressive mode,central radiation mode.An implementation path,namely,the subject standard orientation,based on GIS to create problem situation,knowledge association,combined with GIS to ask questions,analysis of problems,the use of GIS processing data,cooperation to explore,operation of GIS to solve the problem,summary evaluation,based on GIS reflection problems,after-school training,practice GIS migration application.The fifth part is the analysis of the practice and effectiveness of GIS-assisted secondary school geography problem teaching.Through experimental research and interview method,the experimental class and the control class are compared with the experiment,and it is considered that the implementation of GIS-assisted secondary school geographical problem-based teaching is feasible and effective.The sixth part,the conclusion and the deficiency.This paper summarizes the conclusions and shortcomings of this paper,and puts forward the following areas that can be continued to explore.