Research On The Cultivation Of Geographical Core Literacy Of Senior High School Students Based On Textbook Activities

The "General High School Geography Curriculum Standard(2017 Edition)" clearly states that high school students should have the core literacy of geography that is suitable for social development and lifelong development.Textbook activities are an important carrier for cultivating the core literacy of high school students' geography.Because schools have been restricted by exam-oriented education for a long time,textbook activities have not received due attention and their teaching value has not been fully utilized.Therefore,studying how to effectively use teaching materials to cultivate the core literacy of high school students' geography is of great significance for promoting the reform of the geography curriculum and the implementation of "Leadership".The article mainly includes the following parts.The first part is the introduction.Use the literature review method to sort out the research status of the relationship between related activities,textbook activities,textbook activities and geographic core literacy at home and abroad,and determine the research content,research methods and research ideas of the article.The second part is the core concept and theoretical basis.Discuss the core concepts involved in the research: textbooks,activities,textbook activities and geographic core literacy;at the same time,it is based on the theory of multiple intelligence theory,constructivist learning theory,and the theory of human all-round development.The third part is the status quo investigation.In the form of questionnaires,we surveyed the geography teachers of five high schools in Mianyang city and the students of Mianyang experimental high school,and analyzed the current situation of training high school students' geography core literacy based on the textbook activities of the old people's education edition high school geography compulsory 1.The main problems in the process of training the core literacy of geography are: the teaching concept of core literacy of geography is not really implemented;teachers do not pay enough attention to teaching materials activities;the rate of optimization design of teaching materials is not high;practical teaching materials activities are seriously neglected;core literacy of geography The teaching evaluation method is not perfect;the students' core literacy level of geography is relatively low.The fourth part is the analysis of textbook activities.Use the comparative research method to statistically analyze the content of the textbook activities,the relationship between the textbook activities and the core literacy of geography in the old and new people's education edition high school geography compulsory 1.The fifth part is the implementation of teaching material activities.Through the design and implementation of comparative experiments on teaching materials activities,the teaching results are summarized in the aspects of teaching materials activities,teaching methods,teaching models,teaching evaluation methods,training methods,and modern information technology.The sixth part is the implementation principles and training strategies of teaching materials activities.Based on the principle of student autonomy,the principle of goal consistency,the principle of practicality,and the principle of development,the strategies for cultivating senior high school students' geographic core literacy are proposed from the three stages before,during and after the implementation of teaching materials activities.Training countermeasures before the implementation of teaching materials activities: clarify teaching objectives;arrange teaching hours reasonably;coordinate teaching methods;choose the best teaching mode;optimize the design of teaching materials activities.The training strategies used in the implementation of the teaching material activities include: introducing real life cases;actively constructing mind maps;creating contrasting situational teaching;skillfully using modern information technology;optimizing teaching evaluation methods.The main ways of reflection after the implementation of the textbook activities are: self-reflection,optimization and improvement;listening to students and coordinated development;exchange of colleagues and collision of ideas.The seventh part is the conclusion and outlook.Summarize the research,put forward the shortcomings,and look forward to the research.