Study On The Implementation Of Problem-based Teaching In High School Geography Classroom

At the end of 2017,the curriculum standards of all subjects in the high school stage of basic education have been revised and completed.In the basic principles,it is mentioned that the implementation of teaching should pay attention to the personalized and diversified learning and development needs of students,and update the teaching content and discourse system in a timely manner.Guidance has been enhanced in the revised content and changes in the"General High School Geography Curriculum Standards(2017 Edition)".Among the teaching implementation suggestions,it is proposed to attach importance to problem-based teaching.This article uses the "one teacher and one excellent course" platform to select six teachers for a total of six lessons,of which the course content is the same,starting from the theoretical basis and research status,establishing an observation framework for problem-based teaching of high school geography classroom,and sorting out and analyzing different The analysis of the commonness and difference of the grades of excellent courses,so as to provide reference for ordinary teachers to achieve the standard of excellent courses and optimize the teaching problems of excellent teachers in problem teaching.The final conclusions are as.follows:(1)Judging from the questioning method of the overall question,in addition to the A2 teacher using the teaching method,the other five teachers ' classrooms have implemented the problem-based teaching method in the new curriculum standard,starting from the question,The basic teaching concept of students as the main body.(2)Judging from the above teacher classroom question setting,the level of teacher setting questions is reasonable.According to the theory of recent development zones,the purpose of teacher questioning is to stimulate students' thinking ability.Through observation of teacher classroom teaching,these teachers are found to set question levels When referring to the level setting is reasonable.(3)In terms of actual classroom problems,the teacher-based classroom question setting is reasonable and clear,which enables students to think actively,all staff participate in the classroom,adopt the method of teachers asking students to answer,according to constructivist theory,teachers guide students to learn more Peer communication,using group communication to realize the collision of ideas,encourage students to express their views.(4)From the perspective of questioning skills,the classroom interaction of teachers who have obtained the ministerial review level is more excellent,and the provincial teachers are relatively lacking.