Research On The Strategy Of Cultivating Geographical Practical Ability Based On Research Travel

Practice is not only an important scientific research method,but also the main way of learning.Practical ability is an ability based on practice.It is specific and complex.It has become the weakness of students in learning geography.Geographical practice not only affects the connection between students’ geographical knowledge and geographical reality,but also has an important impact on students’ future study and life.As one of the core qualities of geography,geography practical ability emphasizes that geography teaching activities are really implemented in practical activities such as investigation,examination and simulation experiment,so as to cultivate students’ Geography practical action ability and will quality,and synchronously transform and generate geography knowledge.Geography practical ability can be cultivated and evaluated,so it is very necessary to use geography practical activities to cultivate students’ Geography practical ability.Taking the research travel pilot of Lanzhou No.34 middle school as an example,the author takes class 1 and class 3 of Senior 2 as the research object.Based on the questionnaire survey and interview survey,the author uses the experimental method to study the two classes as parallel classes,and observes the specific performance of the geological practice action ability and will quality of the experimental class in the research activities,And compare the differences of geographical knowledge test scores between the two classes before and after the research travel to verify the effectiveness of the research travel in cultivating students’ geographical practice.The main contents of this paper include:First,this paper discusses the research background,research significance and theoretical guidance.Based on the summary of the research status at home and abroad,this paper leads to the necessity and feasibility of this research,defines the core concepts of research travel and geographical practice,and selects the geographical science theory,pragmatism theory and experience teaching theory as the theoretical basis to determine the research ideas of this paper.Second,according to the implementation of the research travel activities of Lanzhou No.34 middle school,during the research travel,through the designed panoramic sand table explanation of Danxia landform,Danxia geological structure "sedimentation experiment" and scientific research line visit and observation activities,we conducted a questionnaire survey and interview follow-up survey on the specific performance of students’ action ability and intention quality of geographical practice,The results show that the students’ abilities of geographical observation and measurement,geographical investigation and investigation,geographical information awareness and information ability,geographical drawing ability,geographical experiment ability and geographical practice reflection ability have been improved to a certain extent,and the students can complete the research report independently,and the independence,decisiveness,self-control and tenacity of geographical practice have also been exercised;After the study trip,through the special test questions of Danxia landform designed,the geographical knowledge learned in Danxia geographical practice activities was tested before and after the special test.The results showed that there were significant changes in the geographical knowledge test scores of the experimental class and the control class before and after the study trip.The post test scores of the experimental class were 7.247 points higher than the total scores of the control class(P < 0.05);The post test score of the students in the experimental class is 8.023 points higher than the total score of the pre-test,showing the significance of the level of 0.01(t =-6.872,P = 0.000).Using the indicators generated by the transformation of geographical knowledge to verify that the students’ geographical practice ability has been improved,and it is demonstrated that the research travel can cultivate the students’ geographical practice ability.Third,summarize the strategy of cultivating students’ geographical practical ability by research travel,and draw the following main conclusions.(1)It is effective for research travel to cultivate students’ geographical practice.Students participating in research travel can independently carry out geographical practice tasks in activities,most students can independently complete exploration tasks and research reports,and the special geographical knowledge of research travel can be better internalized and sublimated.However,there are still deficiencies in the training strategy of research travel in Lanzhou No.34 middle school.Teachers need to strengthen communication with organizational units,jointly formulate research travel plans with research tutors,and formulate perfect research travel training strategies,which can more effectively cultivate students’ geographical practice.(2)Based on the research travel activities of Lanzhou No.34 middle school,improve the research travel development strategy for the cultivation of geographical practical ability,that is,teachers need to clarify the training purpose of geographical practical ability,select the content of research travel courses based on geographical resources,deeply excavate the new curriculum standards and textbook themes of senior high school geography,and design the research travel idea of "task type-practical activities-situational problems",Only by developing geographical practice activities that fit the theme of teaching materials and the situation of college entrance examination,teachers and students participate in exploration and implement systematic and continuous special research and learning activities,can we effectively improve the effect of research and learning travel on cultivating geographical practice.