Meteorological Teaching Research To Cultivate Students' Practical Ability In Geography

With the advancement of the new round of geography curriculum reform and the increasing importance of geography practice,“emphasizing the implementation of practical activities such as Geographical experiments,geographic observations,geographic surveys,and geographic studies” has become the trend of the times.At the same time,meteorological practices in meteorological communities,meteorological competitions and field observations have become more and more important to educators.In this context,based on the results of the questionnaire survey,combined with Dewey’s “learning by doing” theory,Bruner’s cognitive discovery learning theory and multiple intelligence theory,in-depth discussion on how to carry out the teaching of middle school meteorological practice activities is conducive to promoting students’ geography practice literacy.The formation of the meteorological teaching theory and the teaching of meteorological practice to a certain extent enrich and promote the development of meteorological practice teaching in middle schools.This paper uses the literature research method to review,sort and analyze the relevant literature processes at home and abroad.At this stage,there are few studies on the meteorological geography practice activities in middle schools,and there is no detailed guidance on the implementation of “meteorology” as a topic.Through questionnaire survey and interview method,statistics and analysis of the understanding of geography practice in Guangzhou middle school geography teachers and the implementation of middle school meteorological practice teaching activities,found that the current meteorological practice teaching activities in Guangzhou middle school is in the stage of knowing how easy it is to conduct.As a result,the ability of general students to conduct geographical surveys and geography experiments is relatively lacking.Taking the textbook of the People’s Education Edition as an example,the chapters on meteorological modules in the middle and high schools were separately analyzed,and different types of meteorological knowledge elements were organized into frameworks according to their progressive relationships,and the focus of meteorological content in junior high and high school stages was divided.Meteorological knowledge and recommended teaching activities.Based on the benchmark analysis ofmeteorological knowledge points and corresponding teaching activities,the meteorological teaching activities are divided into four categories: case studies,meteorological experiments,meteorological observations and simple meteorological charts.The meteorological teaching resources and geography courses will be explored.Combined,design specific lessons.By observing the empirical method,the development of geometeorological teaching practice activities can cultivate students’ geographical practice and verify the effectiveness of meteorological teaching practice activities.