Research On High School Marine Geography Teaching Based On Question-based Teaching

The 21 st century is the century of the ocean.The "18th National Congress of the Communist Party of China" proposed the strategy of "building a maritime power" against the background of the increasing importance of the ocean.In recent years,China's maritime disputes have become increasingly frequent and fierce,and it is important to raise the marine awareness of the people.The geography curriculum has a unique role in cultivating young people's marine awareness.The newly issued General High School Geography Curriculum Standard(2017 Edition)sets new requirements for marine teaching.However,due to the complexity of the marine knowledge system,there are problems such as incomplete school curriculum systems,inadequate teachers' professional qualities,and inadequate ability for students to find and solve problems in geography and ocean teaching in high schools in China.Capability is especially important.The International Charter of Geographical Education 2016 states that geography learning helps people express and respond to issues that affect their lives.The General Senior High School Geography Curriculum Standard(2017 Edition)advocates problem-based teaching and teaching interaction to cultivate students' core academic literacy.Therefore,at this stage,how to apply problem-based teaching to geography and ocean teaching in high school,in order to exercise students' ability to find and solve problems,and cultivate students to form a sense of ocean in the real and complex situation of ocean,has become a topic worthy of in-depth research.The full text is divided into five parts:Part 1: introduction and analysis of research status.This article takes the direction requirements of problem-learning strategies in the international community and China's geography teaching as the research background,and combs the relevant literature on problem-based teaching and marine teaching at home and abroad.Apply to marine geography teaching.Part 2: the theoretical basis and current situation investigation.While confirming the concept of problem-based teaching,it analyzes the guiding significance of Bruner's discovery learning theory,Makhmutov's problem teaching theory,and Mahan's sea power theory.On this basis,taking teachers and students from some key middle schools and ordinary middle schools in Tianjin as the survey objects,the current status of the implementation of problem-based teaching in high school geography and ocean teaching is analyzed,and the existing problems and reasons are analyzed for future strategies.Research provides the basis.Part 3: Research on the implementation strategy of problem-based teaching in marine geography teaching in high school.The first is to design the five basic elements of problem-based teaching,namely the design of a multidisciplinary "ocean" curriculum standard,the reintegration of marine geography teaching content,situation design,problem design,and evaluation methods.The second is to consider time(preparation,implementation,reflection).Stage)and subject(school,teacher,student)perspectives,and use diagnostic evaluation,process evaluation,and summary evaluation to form a "teaching-learning-evaluation" marine problem-based teaching evaluation model.Part 4: Case design of problem-based teaching in marine geography teaching in high school.In the reorganized marine teaching unit,the unit “Marine Land” was selected to be displayed in two forms: regular classroom teaching and research trips.Designed three types of problem-based teaching cases based on geographic observation,cases,and diagrams,which will be developed for middle school teachers in the future.Marine problem-based teaching provides a reference.Part 5: conclusion and prospect.Summarize the basic viewpoints of this article and propose that due to the lack of teaching practice,although the survey results and data are as objective and comprehensive as possible,the problems reflected still have some deviations.In the future,it is necessary to further expand the number of survey samples and implement teaching cases in middle schools.I believe that future problem-based teaching will become an important way for students to learn in depth.