A Study On Geography Experimental Teaching For High School Students Pointing To The Cultivation Of Geography Practicability

In order to fully implement the fundamental task of national moral education,the Ministry of Education launched the reform of the general high school geography curriculum standards in 2017,and the newly promulgated curriculum standards have upgraded the past three-dimensional objectives to subject core literacy.As a basic component of geography core literacy,geography practical ability is an important support and fundamental guarantee for implementing moral education and achieving cultivation goals.Geography experimental teaching is the most important way to achieve the cultivation of geography practical ability,and as one of the teaching methods highlighting the characteristics of geography,it is less restrictive,highly operable,and has a lively teaching form,which is more suitable for the current high pressure and fast-paced high school stage.Through reading a large amount of literature and using relevant visualization software,we found that the cultivation of students' geography practicality is mainly focused on practical activities such as study trips,field trips and surveys,while the attention to cultivating students' geography practicality based on the development of geography experimental teaching is not high.In this paper,we firstly analyzed and discussed the concept and relationship between geography practicality and geography experimental teaching,and conducted questionnaires and interviews to understand the current situation of geography practicality cultivation and geography experimental teaching for high school students;secondly,based on the problems found in the survey and the analysis of their causes,we proposed the optimization strategies for students' geography practicality cultivation based on constructivism,contextual learning and other theories.Finally,the effectiveness of the geography experimental teaching strategy in cultivating students' geography practicality literacy was practically verified through the concrete implementation of educational experimental methods in the classroom.The conclusions are as follows.(1)Based on questionnaires,teacher interviews and classroom observation methods,this study showed that students were currently interested in geography laboratory teaching but their endogenous motivation was high,their comprehensive thinking was lacking,and their innovation ability needed to be improved;while teachers paid insufficient attention to the development of geography laboratory teaching constrained by traditional educational concepts,and their laboratory skills were not yet able to meet the requirements of teaching effectiveness constrained by their professionalism.In view of the problems existing in the survey status quo,this paper puts forward the optimization strategies from four aspects: top-level design,content mining,teaching implementation,and knowledge transformation.(2)In this study,the utility of the optimization strategy was examined by combining the educational experiment method and the independent sample t-test with four classes of a senior high school in Luoyang City(group 1: control class 13 and experimental class14;group 2: control class 15 and experimental class 16).In terms of classroom experimental teaching process,this study found that students in the experimental class were more active and engaged in the classroom,and their understanding and mastery of basic knowledge and basic skills were significantly better than those in the control class.In terms of basic skills such as drawing ability,students in the experimental class had a more positive and rigorous attitude toward homework,higher drawing quality,lower error rate,and significantly better drawing level than the control class.After one semester of experimental teaching,students in the experimental class had significantly higher grades than those in the control class(p<0.05),in which the mean scores of students in the experimental classes(14 and 16)were 10.46 and 5.84 points higher than those in the control classes(13 and 15),and the pass rates were 14.29% and 8.15% higher,respectively,and class 14 changed from the class at the end of the grades to the class with the highest grades among the four classes.Class 14 went from the end to the best of the four classes.In summary,the implementation of geography experimental teaching strategies helps stimulate students' interest in exploring the desire to learn,optimize students' learning style,exercise students' comprehensive thinking,and enhance students' practical literacy,so it is necessary,feasible,effective,and operable for cultivating students' geography practical literacy.