Research On The Application Of BOPPPS Teaching Model In High School Geography Teaching

The "Overall Plan for Deepening Educational Evaluation Reform in the New Era" reviewed and approved at the 14 th meeting of the Central Committee for Comprehensive Deepening Reform proposed that "improving summative evaluation,strengthening process evaluation,exploring value-added evaluation,and perfecting comprehensive evaluation".The pre-test and post-test links of geography classroom teaching can to a large extent evaluate the learning achievements of students and the teaching effect of teachers,which is a positive reinforcement and favorable promotion for teachers and students.The article establishes a set of BOPPPS teaching mode centered on the geography curriculum standard,in line with the high school education reform requirements for classroom teaching,and student-centered.Pay attention to the specific links of the implementation process,pay attention to the interaction,inquiry,enlightenment,and experience of students in classroom learning,cultivate students' learning ability,improve the efficiency of geography classroom teaching,and realize the value-added evaluation of geography teaching.Through literature research,this paper analyzes the research status and problems of BOPPPS teaching mode at home and abroad.In view of these problems,this paper select the theoretical basis,and design and implement the teaching in geography classroom under its guidance;through the questionnaire survey and comparative analysis,this paper first analyzes the transformation of learning ability and learning style before and after the implementation of the BOPPPS teaching model in the experimental group,and then compares the differences of learning ability and achievement between the experimental group and the control group by different teaching methods from the horizontal analysis.By interviews with teachers and students,we can understand students' and teachers' intuitive feelings and views on BOPPPS teaching model.Finally,it summarizes the implementation effect and existing problems of BOPPPS teaching mode in high school geography teaching,and puts forward suggestions for improvement.Teaching practice shows that the application of BOPPPS model to senior high school geography teaching is feasible and effective,and has great potential for development.The pre-test and post-test show that the BOPPPS teaching model can stimulate interest in geography learning,and students' learning enthusiasm,concentration,classroom participation,transfer application,learning ability,and academic performance have been significantly improved,and they can achieve the core literacy goals of geography.,To realize the value-added evaluation of geography teaching.The application of BOPPPS mode in teaching can improve the shortcomings of the traditional teaching mode,greatly mobilize the enthusiasm of students in classroom learning,and highlight the main status of students in the classroom.In view of the solidification of the teaching mode,the difficulty in the development of lesson examples,the cumbersome teaching links,the phenomenon of dragging the classroom,the students collectively discuss the problems of poor classroom order,etc.,the following strategies are proposed: reorganize the BOPPPS teaching links to effectively complete the teaching activities;carry out collective teaching and research activities to improve teachers Professional skills;control the time order in the classroom and give full play to the initiative of the students.The BOPPPS model is an effective method for teachers to carry out teaching design before class,organize classroom teaching in class,and realize value-added evaluation.It is of great significance to the cultivation of students.