Research On The Teaching Practice Of The Geography Socio-scientific Issues Issues In High School

After the industrial revolution,with the rapid development of science and technology,People's life is getting more and more convenient.At the same time,human survival has also been threatened and challenged.More and more controversial social issues have emerged,such as genetically modified food,global warming,food additives.The reasons for these issues are the inadequacy of technology itself and the different views that people have when facing the same issue..Such controversial issues arising from the development and application of science and technology in modern society are called " socio-scientific issues".At present and in the future,socio-scientific issues are frequent.The development of science and technology puts forward new requirements for science education.At the same time,it conforms to the trend of the times and implements the party's education policy.The curriculum standards also put forward new requirements for science education.As the master of the future world,the development of students also puts forward new requirements for science education.Therefore,it is imperative to carry out teaching research on social science issues at the same time..The research unfolds the teaching of social science issues from both theoretical and practical perspectives,exploring the practice of socio-scientific issues teaching in geography classroom in high school,thereby innovating geography classroom teaching.The research,supported by theories of constructivist learning theory,informal logic,and dialogue teaching theory,designed the teaching ideas of geography socio-scientific issues in high school.According to the design ideas,the "solid waste" topic was taken as an example in the high school geography classroom Practice,and we summarized the problems encountered in teaching,and made suggestions.The specific conclusions are as follows:Conclusion 1: The selection of topics should be based on textbooks,based on high school geography curriculum standards,based on students' cognitive level,and based on the characteristics of socio-scientific issues,fully considering the needs of the times and students' development,combining social hot spots and geography subject knowledge to select socio-scientific issues.The topics should berelated to the students' actual lives,and the focus of the dispute should be clear,which will easily arouse students' interest in discussion and learning.Conclusion 2: eaching design ideas of geography and social science issues in high school,including teaching objectives design and teaching activity design.The design of teaching objectives should closely follow the "General High School Geography Curriculum Standards",embody the educational concept of "promoting the overall development of students",and should be integrated with tiers and levels to suit the content of the selected socio-scientific issues.The design of teaching activities includes four parts: exploration,concept introduction,clarification of disputes,and summary and sublimation.The exploration stage is straightforward and introduces situations;the concept introduction stage guides issues and understands the nature,which is divided into two parts: "awareness of the issue" and "analyze the issue";clarify the stage of the exchange of ideas and solve problems,divided into "discussed issues" and "decision-making issues";the part of summary and sublimation clarifies the themes and raises awareness.Conclusion 3: According to the case practice in the high school geography classroom and the analysis of the results of the interviews between students and teachers after teaching,it is found that support the implementation of socio-scientific issues in the geography class,students can accept the innovation of the discussion form,and the other students' different views.After the teaching of socio-scientific issues,students' attitude towards "solid waste" has changed,and teachers also support the way of teaching socio-scientific issues.The teaching of socio-scientific issues can arouse students' attention to society,and enable students to have the desire to learn and the enthusiasm for inquiry,and to conduct in-depth research and study.