The Design And Practice Of "Three Sections And Six Steps" Guidance Case In High School Geography Teaching

The geography Curriculum Standards for Ordinary Senior High Schools,revised in2020,emphasizes the importance of paying attention to students' personalized and diversified learning and development needs,promoting the transformation of talent cultivation mode,and focusing on the development of students' core competencies.The "three sections and six steps" guidance case is a road map which has the functions of "guide reading,thinking and doing" to guide students to study independently and efficiently.The preparation of high quality and practical guidance case and their scientific and efficient application in the geography classroom are of great significance in improving students' independent learning ability and creating an efficient geography classroom.This paper adopts literature research method,questionnaire survey method,comparative method,interview method and other methods,On the basis of sorting out the concepts,theoretical bases and the current situation of the study,the Gushi High School is taken as the case study to investigate and analyze the current situation of the implementation of the "three sections and six steps" guidance case teaching method and the problems that exist in the process of implementation,and to make an analysis of the causes of the problems and propose corresponding improvement strategies.Xiang version of geography textbook compulsory 3 Chapter 2,Section 5 of Rational Exploitation of Mineral Resources and Sustainable Development of the Region-The Ruhr Region of Germany is selected as an example of teaching.In order to provide reference for creating an efficient high school geography classroom and cultivating students' core geographical competencies,the design of the guide is optimized and the teaching practice in response to the proposed strategies is explored.Through the questionnaire survey and interview of teachers and students in Gushi High School,the research found that: "three sections and six steps" guidance case teaching method is more popular among teachers and students.However,in the process of implementation,there are still problems with the preparation,classroom implementation and implementation mechanisms of the guidance case,which are reflected in the varying quality of the guidance case and the low efficiency of classroom use by teachers and students;the "three sections and six steps" are not gradually practiced in each loop,which affects the effectiveness of the implementation of the guidance case;there is a lack of corresponding evaluation mechanisms,which causest a lack of supervision in teachers and students and the use of guidance case is not ideal.In this paper,we analyze the causes of these problems and propose corresponding strategies for improving teaching,including the division of labour and the preparation of guidance case,the implementation strategies of guidance case in the geography efficient classroom,and the evaluation and guarantee mechanisms for the implementation of guidance case.Through the comparative analysis of the test results of the control class and the experimental class,it was determined that the "three sections and six steps" guided study teaching mode as a new type of efficient classroom teaching method has the following advantages: it can combine the learning situation,account for students' learning interests and reasonably guide students to study on their own efficiently,It can effectively improve the level of students' thinking structure and enable them to develop good study habits;it is conducive to promoting mutual help and reducing the differences in students' performance within the class.The "three sections and six steps" teaching method is much more effective than traditional teaching methods,and has a much greater significance for the development of students' core competencies in geography than traditional teaching methods.