The Design And Implementation On "Teaching-learning" PAD Class Of High School Natural Geography Basis

With the promulgation of the General High School Geography Curriculum Standard(2017 version),the high school geography teaching under the guidance of the new curriculum concept emphasizes the main position of students in the classroom,and the teacher’s task is to guide students,promote students to change their learning methods,and cultivate students’ ability of self-study,cooperative learning and geographical exploration.Teachers are encouraged to uphold the concept of diversity,know,understand and master different teaching ideas and models,and enhance the openness of teaching.Based on the requirements of the new curriculum reform of geography and the teaching needs of the natural geography basis of high school,the author,on the basis of theoretical research and questionnaire,improves the theory of PAD class from the perspective of the actor,and puts forward the "teaching-learning" geographic PAD class.Through the analysis of the teaching content of natural geography basis in high school,the paper summarizes the implementation goal,principle and path of "teaching-learning"geographic PAD class,and establishes the evaluation system of teaching effect.Then a month-long teaching experiment was carried out in the sophomore year of Ankang High School,and the following conclusions were drawn:(1)It is necessary to study the implementation of "teaching-learning" PAD class in high school geography,in line with the teaching needs of geography curriculum reform and the natural geography basis of high school;(2)Summarize the implementation objectives,principles,paths and evaluation system of "teaching-learning" geographic PAD class;(3)The development of "teaching-learning" geographic PAD class improves students’ enthusiasm and thinking structure level,is conducive to cultivating students’ ability of independent learning and cooperative learning,and effectively enhances the efficiency of geography class;(4)"Teaching-learning" has its advantages and scope of application to geographic PAD class,but also has certain limitations.The paper mainly includes the following six parts.The first part,the introduction.Through the analysis of the research background and the research summary at home and abroad,the research objectives and contents of this paper are put forward,and the research methods and technical routes are determined.The second part,the basis of research.First of all,the theoretical basis of analysis,followed by a questionnaire survey,statistics found that the current geography of high school students mainly exist the following problems:(1)teachers mainly teach,students low classroom participation;(2)classroom atmosphere dull,students pay attention to low concentration;(3)students’ self-learning ability is weak;(4)students’ migration and use ability is poor;(5)there is less interaction between teachers and students.Based on this,the concept of "teaching-learning" geographic PAD class is put forward.Based on this,the author puts forward the concept of "teaching-learning" geographic PAD class,and compares it with others.The third part,"teaching-learning" PAD class and high school natural geography basis of the relevant analysis.This paper analyzes the teaching content of natural geography basis in high school,summarizes the characteristics of "teaching-learning" geographic PAD class,and analyzes the feasibility of implementation.The fourth part,the high school natural geography basis application "teaching-learning" PAD class to the implementation of the design.(1)Objectives:To improve the efficiency of geography classroom discussion,to improve students’ comprehensive geographical ability,and to develop students’ geographical core literacy.(2)Principles:Teach to refine the blank space,discussion efficiency is played,time is allocated flexibly,thinking practice is combined,and comprehensive evaluation is focused.(3)Path:From the teacher’s intensive lecture,internal absorption,student discussion,migration and strengthening four links to propose specific operating methods.(4)the establishment of teaching effect evaluation system:Combine quantitative evaluation with qualitative evaluation.On the one hand,based on SOLO classification theory to establish a thinking structure evaluation table,pay attention to the development of students’ thinking,on the other hand,the establishment of performance evaluation table,pay attention to the dynamic performance of students in the discussion activities.The fifth part,carry out teaching experiments and carry out evaluation and summary.In order to verify that the "teaching-learning" geographic PAD class can effectively improve the quality of teaching,through teaching experiments,the students’ academic performance,changes in thinking structure,performance evaluation results are analyzed,the interview investigates the students’ cognition of the "teaching-learning" geographic PAD class,and effectively shows that this teaching method is conducive to mobilizing students’ learning enthusiasm and improving teaching effectiveness.It also summarizes the scope and limitations of "teaching-learning" PAD class in the teaching of natural geography in high school.The sixth part,conclusion and discussion.This paper summarizes the research results,summarizes the innovation of this paper,analyzes the shortcomings and puts forward the future outlook.