Research On Geography Teaching Practice In Senior High School

Choosing a suitable teaching model has always been the focus of frontline geography teachers in high schools.A good teaching model can generally do more with less.With the continuous deepening of the new curriculum reform and new college entrance examination policy,the question-based teaching in the new high school geography curriculum standard provides a new direction for frontline geography teachers undoubtedly.The problem-based teaching model has continued to penetrate into the field of geography teaching,providing a meaningful way of thinking for the development of high school geography teaching mode in recent years.Taking Lijiang No.2 Middle School as the research object to carry out practical research,while using literature method,questionnaire survey method,interviewing method,testing question method,educational experiment method,statistical method and other research methods in this paper.The first part of which focuses on in-depth interpretation of problem-based teaching concepts,frameworks,and steps.The latter part uses questionnaire surveys and interviews to understand the development of problem-based teaching thoroughly in Lijiang City No.2 Middle School and senior high school,as well as the implementation of educational experiments to detect problembased teaching.feasibility.Surveying all of the students and interviewing with all school’s geography teachers in Lijiang No.2 Middle School by questionnaires,it is found that the quality of the pre-defined problems of teachers is inadequate,the evaluation process is simple excessively,the reflection and improvement are insufficient,and the students cannot integrate into the situation.Weak problem-awareness,unsatisfactory cooperative inquiry,and lacking interest in geography learning.In response to these aspects above,it is proposed that the development of high school geography problem-based teaching requires the indepth integration of " Situation " and "Problem";combined with the effective analysis and utilization of the goal " Situated-Problem-Based Instruction ";and the establishment of an effective group evaluation model(teacher self-evaluation),Group mutual evaluation,self-evaluation,problem-based teaching evaluation system construction based on big data).Carry out educational experiments on the students in Lijiang No.2 Middle School by educational experiment method.Two homologous classes were selected for a controlled experiment.After the experiment,the test-question method would be used to test the results.The experimental class’ s geography,comprehensive thinking,problem awareness,and innovation ability were improved greatly.There are three possible innovations in this article as follows: firstly,using the indepth analysis of high school geography problem-based teaching,an in-depth understanding of the framework,steps,and approaches of problem-based teaching,combined with the educational experiment research of Lijiang No.2 Middle School,and the combination of problem-based teaching theory and knowledge with practice.While summarizing the practical operation process and implementation strategy of problembased teaching.Secondly,according to teacher Wenjuan Li of class case that the problem-based teaching is analyzed at different levels.Finally,in terms of problem-based teaching evaluation methods,although the article uses quantitative evaluation uniquely,which proposes the application of big data in geography education to support evaluation methods.As a research hotspot,problem-based teaching needs to be deeply explored in the practical research of senior high school geography.Simultaneously the effectiveness about evaluation needs to be evaluated from the enhancement of geographical core literacy.Under the premise of tight time and heavy task in high school geography,it is particularly important to seize the time of cooperative exploration,which requires geographic educators in the phase further research and practice will be carried out.