Research On Junior Middle School Geography Teaching Practice Based On "5E" Mode

The smooth promotion of the new round of curriculum reform and the characteristics of the development of geography in the new era have placed higher expectations on the quality of the training of talents in the field of geography in China,and also put forward more strict requirements on the classroom teaching of compulsory education.The 5E teaching mode,which is consistent with the core literacy education concept and the characteristics of discipline development in the new era,has been promoted and implemented in the teaching of physics,biology and other disciplines,but it is seldom applied in the teaching of geography,and the research of junior middle school geography classroom teaching is even blank.Therefore,in order to better achieve the goal of education,but also to better play the advantages of the teaching model,it is of great significance to carry out the 5E teaching model in junior middle school geography classroom teaching practice research.Firstly,this paper reviews the research status and theoretical basis of the 5E teaching model by referring to relevant literatures.On top of this,combining with the connotation and essence of 5 e teaching mode,through the proposed for 5 e teaching mode of teaching content selection basis,selected in hunan version of junior high school geography teaching material "the change of the land and sea","province","transportation","four big geographical area division of four teaching content to design the teaching case.In order to explore the actual teaching effect,this paper,based on the teaching cases designed according to the 5E teaching mode,selects two classes of the same grade two in the Affiliated High School of Qingdao University(Tianshan Campus)to conduct a twomonth practical research.Using Excle2016 and SPSS18.0 data statistical software,the geography pre-test and post-test scores of the students in the experimental class and control class were analyzed.Meanwhile,the individual scores of learning and understanding ability,practical application ability and transfer and innovation ability were analyzed.The results show that:(1)When the initial level is roughly the same,after two months of 5E mode classroom teaching,the average score of geography in the experimental class is 57.56 points,and the average score of geography in the control class is 51.78 points,with a P value of 0.049.There is a significant difference between the two classes.The results show that the 5E classroom teaching model is indeed helpful to improve students’ learning performance in geography.(2)In terms of learning and understanding ability,the average score of the experimental class was 17.46 points,and the average score of the control class was 16.40 points,with a P value of 0.282.There was no significant difference between the two classes.It is proved that 5E teaching mode has the same effect as traditional teaching mode on students’ mastery of knowledge concept.(3)In terms of practical application ability,the average score of the experimental class was 14.43 points,and the average score of the control class was 12.30 points,with a P value of 0.048.There was a significant difference between the two classes.It shows that the 5E teaching model can help students to deepen their understanding of knowledge and flexibly use knowledge through solving complex problems in real situations.(4)In terms of transfer innovation ability,the average score of the experimental class was 25.76 points,and the average score of the control class was 23.08 points,with a P value of 0.043.There was a significant difference between the two classes.It shows that 5E teaching model can improve students’ transfer and creation ability and dialectical analysis ability through reprocessing,evaluation and other links,which is helpful to cultivate students’ core literacy of geography.Based on the analysis of students’ classroom behavior,this study found that there may be the following problems in the implementation of the 5E teaching model in junior middle school geography classroom teaching :(1)too many inquiry activities affect the teaching time;(2)The teaching clues are obscure and difficult for students to understand;(3)Students’ self-discipline is not high and the effect of group discussion is poor;(4)Some teaching contents should not adopt the 5E teaching mode;(5)There are still deficiencies in teachers’ understanding and application of the 5E teaching model.In order to enable junior middle school geography teachers to carry out 5E classroom teaching more effectively,this paper puts forward the following suggestions :(1)optimize teaching links and integrate education and teaching contents;(2)cleverly conceive clues and give appropriate hints;(3)do a good job in classroom management to promote the healthy growth of the classroom;(4)Set up a variety of activities to improve teachers’ professional quality.