Research On The Concept Of Harmonious Human-earth Relationship Of Senior High School Students Based On Problem-based Teaching

With the promulgation of the document "Ministry of Education's Views on Fully Deepening the Curriculum Reform: Implementing the Fundamental Task of Lide-Shuren" and the deepening of the new curriculum reform,it has reached a consensus in the educational circles to cultivate students' core literacy,which includes four aspects:comprehensive thinking,regional awareness,the concept of human-earth coordination and geographical practice.Among them,the concept of man-land coordination is the value guide and core concept of the core geographic literacy,and its importance is self-evident.However,since the concept of man-land coordination is an implicit value concept,its cultivation has always been the weak point of geography education in China.How to cultivate high school students' concept of human-environment coordination has become a problem faced by all geographic educators.This paper uses literature reading,interview and classroom observation methods,combined with the problem-based teaching model,taking Shandong Province as the research area,to explore the cultivation strategy of the concept of human-earth coordination under the problem-based teaching model.According to the concept of diagnostic scale,we go deep into senior high school geography class and observe the current situation of cultivating the concept of human-earth coordination under the problem-based teaching mode.We find that there are several problems: insufficient interpretation of objectives,lack of attention to achieving the goal of students' human-earth coordination quality;insufficient integrity of situation creation,lack of life-oriented and cognitive conflict situations;insufficient openness and structuralization of problem design.Lack of hierarchy and generation;excessive formalization of inquiry activities,lack of in-depth research,deviation of inquiry subjects;insufficient process evaluation,lack of in-depth integration of geographical ideas and methods;low degree of migration and application.In view of the above problems,the author puts forward the corresponding solutions: the goal is to cultivate the concept of human-earth coordination,and the teaching goal is designed progressively;the creation of a problem situation throughout the teaching situation,pay attention to the infiltration of the concept of human-earth coordination in the atmosphere of contradictions between lifeand cognition;ensure the status of students as the main body of inquiry,and pay attention to the cultivation of the concept of human-earth coordination;Pay attention to the process evaluation,innovate the evaluation method of cultivating the concept of human-earth coordination;promote the continuous improvement of the concept of human-earth coordination in practice.