A Study Of Geography Teaching In Senior High School Driven By Problem

"High school geography curriculum standard(2017 Edition)" clearly puts forward to pay attention to the cultivation of students' Geography core literacy.To cultivate students' Geography core literacy,teachers must be guided to pay more attention to education.Facing the college entrance examination,which pays more attention to enlightening thinking and is more flexible,students are required to learn to understand,analyze and comprehensively use their knowledge to solve problems.In traditional teaching,the phenomenon that teachers talk and fill the classroom pays attention to the teaching of knowledge,but ignores the generation and solution of problems.Problem driven is to take problems as the core,teachers as guides,students are the real masters of learning,and can really give full play to students' dominant position.Taking the application of problem driven in high school geography teaching as the research theme,this paper puts forward the principles and implementation of geography problem design by using the methods of literature analysis,questionnaire survey,interview and experimental research,Finally,a specific teaching case is used to verify the rationality of the problem driven high school geography teaching strategy.This paper includes six parts.The first part is the introduction,which expounds the background and significance of this research topic,combs the problem driven research status at home and abroad,and determines the main research contents and methods.The second part is the connotation,characteristics and teaching requirements of problem driven,as well as the characteristics and types of teaching strategies,and discusses the theoretical basis of problem driven teaching.The third part is the research on the current situation of the implementation of problem driven in senior high school geography teaching.In the form of questionnaire and interview,it analyzes the problems faced by problem driven in senior high school geography teaching from the two levels of students and teachers.The fourth part is the geography problem design principle and teaching real-time strategy,and puts forward the problem driven geography teaching strategy in senior high school.The fifth part is the practical research of high school geography teaching strategy based on problem driven,which demonstrates the feasibility of teaching strategy by means of teaching experiment.The sixth part is the conclusion and prospect,summarizes the research conclusions and analyzes the shortcomings of the research.This paper focuses on the design and implementation of geography problems based on problem driven and the strategy of geography teaching in senior high school.Problem is the core of problem driven.Therefore,according to the design principles of geographical problems and the types of geographical problems,this paper designs the following problem driven geography teaching strategies in Senior High School: first,we should stimulate students' interest and cultivate problem consciousness;Second,create rich situations and set up problem chains;Third,scientific group cooperation and active exploration of problems;Fourth,we should show feedback in class and ask teachers to answer questions;Fifth,we should improve the evaluation system and summarize and reflect at different stages.This provides a reference for the use of problem driven teaching strategies in senior high school geography teaching.It provides a reference for the use of problem driven teaching strategies in senior high school geography teaching.Based on the above content,the author designed the teaching design of the section of the nature of sea water,and verified the problem driven geography problem design and the implementation of teaching strategy.Through the experimental data,it can be seen that the use of problem driving in geography teaching can cultivate students' geographical core literacy,cultivate students' problem consciousness and inquiry ability,cultivate students' ability to analyze and solve problems,and promote the formation of students' logical thinking.Creating rich problem situations in geography classroom can attract students to solve problems and improve students' interest in geography learning and students' achievement.The realization of problem driven learning and the use of group cooperation can promote the establishment of harmonious relations between students and teachers and students.The experimental results provide confidence and strength for teachers to adopt problem driven in senior high school geography teaching.