| The new curriculum for senior secondary geography clearly sets out higher requirements for the scientific and effective teaching process of geography,including the recommendation for teaching implementation that teachers should establish a holistic teaching concept based on the cultivation of students’ core literacy.The 5E teaching mode,as a student-centred inquiry-based teaching mode,is in line with today’s philosophy of geography teaching.This study therefore applies the 5E teaching mode to the teaching of high school knowledge of the laws of natural geography,aiming to verify that the 5E teaching mode can improve students’ learning performance,enhance students’ interest in learning the laws of natural geography,methods and inquiry ability,provide reference cases and bases for front-line educators in secondary school geography teaching,and promote the practice of high school geography teaching reform:Firstly research preparation and theoretical constructs.The background and significance of the study,the current situation of domestic and international research and the research proposal of this paper are discussed through the literature research method,including the research content,research method,research framework and research innovation points.This is followed by a strategy exploration.By means of sampling questionnaire survey and interview survey,the teaching status quo of physical geography law in senior high school is understood and the existing problems are analyzed from the perspective of teachers and students respectively.Aiming at the problem and combining with the corresponding theoretical basis,this paper puts forward the principle and strategy of applying 5E teaching mode to the law of physical geography in senior high school.Then comes the classification screening.Through literature research,geographical laws are classified by Mr.Chu Yaping’s three-point method,and sorting out the content system of natural geography law in the selective compulsory one.Furthermore,considering the core characteristics of 5E teaching mode,characteristics of physical geography laws,course standard requirements and academic quality standards of each chapter of selective compulsory course 1 in new edition,and students’ existing knowledge reserve,the physical geography laws that are consistent with 5E teaching mode are selected as the carrier of subsequent practice.Then comes the case design.Based on the proposed principles and strategies,a case study based on the 5E teaching model is designed for each of the three types of geographic patterns: distribution patterns,evolution patterns and association patterns.Finally,there is an empirical study.A controlled experimental teaching method was used,with the control class taught using the common lecture-reception-based teaching model and the experimental class taught using the 5E teaching model.Finally,data processing and statistical analysis were carried out through EXCEL and SPSS to compare and analyse the test results of the two classes on the topic of the laws of physical geography and to verify whether the 5E teaching mode was conducive to improving students’ learning performance;in addition,after the experimental class had been taught the laws of physical geography based on the 5E teaching mode for two months,the same questionnaire was distributed again to investigate the students’ In addition,after two months of teaching the laws of physical geography based on the 5E teaching model in the experimental class,the same questionnaire was administered again to repeat the survey on the students’ learning level of the laws of physical geography in the experimental and control classes.Empirical research shows that compared with the traditional teaching mode,5E teaching mode is more conducive to the effective teaching of high school physical geography law,which can not only improve students’ academic performance,but also enhance their learning interest,learning methods and learning inquiry ability. |
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