Research On Geography Classroom Teaching Practice In High School Based On PBL Teaching Mode And GIS

With the deepening of Educational Information Reform,GIS has been widely praised by teachers in high school geography teaching for its powerful spatial analysis and visualization functions.However,the application of GIS in high school geography teaching is mostly in the traditional teaching method,the teaching routine is rigid,which can not highlight the advantages of GIS technology in promoting students' problem-solving ability and learning enthusiasm.However,Problem-based Learning(PBL)emphasizes the improvement of students' problem solving,thinking conversion and cooperative learning capabilities.It pays attention to the content carriers and the thinking process of students' problem solving.In the process of solving a series of problems,students construct the systematic knowledge and deepen the geographical thinking through the teacher's inspiration and guidance.This is also complementary to the requirement of the curriculum standards,"Evaluation of Geographical Issues" So,can we apply the problem-based learning(PBL)into the geography curriculum of Senior High School,and use the GIS technology or resource to improve the problemsolving ability of students and the learning enthusiasm of students in geography?Based on the characteristics of geography and the cognitive level of high school students,this paper organically combines the PBL teaching mode and GIS technology,complementing each other's advantages,and constructing a high school geography classroom PBL-GIS teaching mode.Selecting the specific curriculum content of geography in Senior High School,designing the concrete implementation flow based on PBL-GIS teaching mode,carrying out the teaching practice research,and evaluating the practice result.After the practice,the learners' attitudes towards PBL-GIS teaching mode,classroom participation,and learning effects were analyzed in an all-round way by comparing the results of experimental and control classes with questionnaires and teaching interviews.This study is divided into five sections.The first section is the introduction.By analyzing the research background,meaning and the domestic and foreign research present situation,the research content and method of this article were finally determined.The second section is the study of PBL teaching and GIS technology related teaching theory methods,mainly by defining concepts of GIS technology and PBL teaching,analyzing similar concepts,comparing the differences between PBL teaching mode and other teaching modes,and then summarizing the characteristics of PBL teaching.The third section is construction of geography teaching model in senior high school based on PBL and GIS,which is mainly explained from three aspects: feasibility analysis,construction content and implementation process.The content of construction includes: the choice of specific teaching content,problem design,teaching links and teaching evaluation.In teaching practice,the specific implementation process includes Perception—discovery and presenting realistic problems;Experience—inquiry,analysis,and problem solving;Ritique—group internal reflection;Graphic Representation—problem resolution and knowledge;Innovation—group Summary and summary evaluation five stages.The fourth section is the teaching case design and practice research of PBL-GIS in high school geography course.In order to analyze the actual teaching effect,the author compares and analyzes the results of the experimental class using this new teaching method and the traditional teaching method using traditional teaching method.The questionnaires were used to investigate the students' attitudes towards this teaching method,classroom organization strategies,classroom participation,and learning effects.The fifth section is the conclusion and prospect of this study.This study initially completed the construction of a new high school geography teaching model combining GIS technology with PBL teaching model.It's proved that this is an effective teaching model for improving problem solving and autonomous learning ability.At the same time.It is found that PBL-GIS teaching is more suitable for students with certain foundation to carry out group cooperation research.