Research On Geography Problem Teaching In High School Based On Concept Of STSE Education

With the rapid development of science education and the urgent requirements of the education reform,the concept of STSE education and problem-based teaching had been deeply involved in the geography teaching process in the high school.The geography course in the high school was designed to help students to know,understand and construct a geographic picture of nature and society from a geographical perspective.It also guided students to participate in the process of the inquiries of questions,and master problem-solving methods,so as to train students to make decisions in the face of practical problems.The concept of STSE education was committed to cultivating students to become explorers of scientific knowledge,and it can let them think about the good symbiotic relationship among science,technology,society and the environment in the process of solving problems.Therefore,it was useful and effective for teachers to use the concept of STSE education as an important guiding ideology of geography teaching in high schools and that was also a powerful tool for students to learn geography and solve geography problems and then it can help students effectively help students key information of complex questions,enhanced awareness of hot issues in society,and solve problems fairly.This paper explained the theoretical basis of geography problem-based teaching under the guidance of the concept of STSE education by consulting a large amount of literature.Then based on the constructivist theory,the cognitive load theory and the learning transfer theory,this paper combined with the training requirements of the geography curriculum standards and summarized the STSE educational content which was mapped in the new textbook of the People's Education Edition and the teaching guidance ideology.It was to build the theoretical research foundation of this article and used this as a reference for questionnaire design.Through questionnaire surveys,this paper assessed the current integration of STSE education concepts in high schools and the current difficulties in implementing geographical problem-based teaching,and summarized the subjective and objective reasons for their existence which concluded following aspects: teachers‘ professional literacy was insufficient,and their awareness of problem-based teaching wasn‘t high;there were large differences in academic conditions,and teachers 'abilities to grasp academic conditions were weak;the problem solving process wasn‘t advanced enough and students' abilities to transfer problems weren‘t strong;the resources of the curriculum weren‘t enough;the school support was low.On the basis of the investigation of the present situation,the valuable appeal of geography question-based teaching based on the STSE education concept was clarified,and an operable geography question-based teaching framework design was put forward.Through the analysis of curriculum standards,educational resources and learning situation,it was designed in this paper that the appropriate geographical topics.The elements and principles of designed about geographical problem were analyzed in this paper under the guidance of STSE educational concept.The basic procedures of organizing teaching were also put forward here: presenting the situation and inducing students to find and put forward problems;comprehensively analyzing and encouraging students to share the solutions of problems;verifing and summarizing,and implementing the quality of students' evaluation and reflection.According to the characteristics of the specific teaching content,the difficulty of the situation,and the participation of teachers and students,it was constructed in this paper that the thoughts and implementation cases of the geography problem in teaching design under the different backgrounds of science and technology,social life and the ecological environment.Finally,the experiment was carried out by using single-factor non-equivalence as well as two sets of pre-and post-calibration experiments.Classroom observation and case interviews with typical students were also used to test the effect of geographical problem-based teaching based on the STSE education concept.The result showed that,firstly,the effect of training was obvious,but the performance of some students with poor foundations also had a tendency to decline.Secondly,the learning attitude had changed significantly.Thirdly,the logic of the students' explanation of the problem had been enhanced,and the level of the transfer as well as application of knowledge had been improved.Aiming at the lack of experiments,the implementation of geographic problem-based teaching strategies were put forward in this paper.It included following aspects: creating multi-dimensional problem situations and cultivating students 'abilities to analyze complex problems;designing rich and effective forms to present problem in order to promote students' active learning;enhancing students 'reflective assessment abilities and guiding students to reach new thinking levels.