Research On The Training Strategy Of Senior Middle School Students' Exploring Ability Of Geography

With the advancement of the new entrance examination,China has implemented the Geography Curriculum Standard for Senior High Schools(2017 edition).The 2017 edition of Geography Curriculum Standards attaches great importance to the cultivation of geographic problem inquiry ability.In the curriculum standard,students should pay attention to find and propose geographical problems,and to students' interest in inquiring geographical problems and the performance of inquiring geographical problems.The ultimate goal of geography education is to form the core geographic literacy,and then to use geographic literacy to solve the geographic problems in life.As a subject closely related to life,geography can discover geographical problems from life,and it is necessary to apply geographical knowledge to solve practical geographical problems.To cultivate students to be good at discovering geographical problems from life,and to apply the knowledge to solve practical problems has the characteristics of geography.However,in the process of geography teaching,due to the influence of many factors,teachers do not pay enough attention to the geographic problem inquiry ability or lack of cultivation of the geographic problem inquiry ability.Therefore,on the basis of literature research,this paper determines the connotation and composition of geographic problem inquiry ability.Through the investigation method,we can understand the problems and shortcomings existing in the current high school students' geographic problem inquiry ability and training.On the basis of investigation,the strategy of cultivating geographic problem inquiry ability is constructed,and relevant teaching cases are designed to provide certain reference value for cultivating the ability of geographical inquiry.The following conclusions were obtained:(1)This paper systematically expounds the connotation and composition of geographic problem inquiry ability.Geographical problem inquiry ability includes ability to find and propose geographical problems,ability to analyse geographical problems,ability to solve geographic problems,communication and reflection ability.(2)The level of senior high school students'inquiiy ability of geographic problem inquiry ability.The survey found that students lack the awareness of paying attention to geographical problems,geographical problems lack of inquiry value,inaccurate analysis of geographical problems,lack of ability to solve geographical problems,better at communication and reflection ability.By investigating the current situation of teachers' teaching,cultivating the geographic problem inquiry ability is insufficient,owing to the joint influence of internal and external factors such as the pressure of college entrance examination,the degree of school attention,teachers'ability to explore geographical problems,etc.In addition,teachers suggest using Problem-Based Learning and Geographical Practice Teaching to cultivate students'ability to explore geographical problems.(3)Constructing the cultivation strategy of senior high school students'geographic problem inquiry ability.The principles of cultivation strategy construction are:the principle of combining practice,the principle of progressive hierarchy,the principle of subjectivity and the principle of scientificity.Teaching strategies for senior high school students' geographic problem inquiry ability:teaching strategies of ability to find and propose geographical problems,teaching strategies of ability to analyse geographical problems,teaching strategies of ability to solve geographic problems,and teaching strategies of communication and reflection ability.(4)Teaching case design for the implementation of training strategy.Around the strategy of cultivating geographic problem inquiry ability,the typical teaching cases are designed according to the students' learning conditions and the resources near Xi'an.Focusing on the two teaching modes of Problem-Based Learning and geographic practice activities,this paper designs "Problem-Based Learning:Location Selection of Agriculture—Take Hancheng Zanthoxylum bungeanum as an example" and "Teaching case based on geographic practice activity:how to develop my hometown—Taking Dangjia Village as an example"?two teaching cases are evaluated and analyzed at the same time.At the same time,this paper evaluates the cases.