Research On High School Geography And Regional Culture Teaching Based On Classroom Observation

Regional culture is an important teaching content of geography in senior high school.Regional culture teaching is not only conducive to the establishment of students' hometown feelings,national identity and other emotions,but also has important educational significance for the construction of students' sense of place.However,how to observe the teaching of geography and regional culture in high school? What is the current situation of geography and regional culture teaching in senior high schools? How should regional culture teaching be implemented? This paper will focus on the above problems,in order to provide new thinking for high school geography teachers to carry out regional culture teaching.Through reading relevant literature,it is found that previous studies lack empirical research on the teaching of geography and regional culture in senior high schools based on classroom observation,including the lack of corresponding index system and research methods.This paper summarizes the connotation structure of regional culture by combing the literature,and tries to develop the classroom observation scale of high school geography and regional culture teaching.Fifty typical online and offline classes were selected to conduct classroom observation according to the scale,and then the status quo and existing problems of high school geography and regional culture teaching were analyzed statistically,and corresponding improvement countermeasures were put forward.Finally,specific teaching cases are designed according to the proposed improvement strategies,which can provide reference for the future teaching of geography and regional culture in senior high schools.The main research results of this paper are as follows:Firstly,the connotation of regional culture involves many aspects.This paper puts forward that regional material culture,regional institutional culture and regional spiritual culture can be divided horizontally into three dimensions.Vertically,the three dimensions of regional culture teaching are further divided into five levels,and finally integrated into the evaluation criteria table to complete the development of classroom observation scale of regional culture teaching in senior high school.Secondly,according to the statistical analysis results of online and offline classroom observation,it is found that there are the following problems in the current teaching of regional culture in senior high schools: teachers and students have insufficient cognition of the connotation structure of regional culture;Teachers' creation of regional culture teaching situation lacks integrity;Teachers' setting of regional cultural issues lacks of advancement;Regional cultural spirit dimension penetration is insufficient;Classroom practice is poor,teaching evaluation method is single.Thirdly,in view of the problems existing in the current teaching of regional culture in senior high schools,the corresponding improvement strategies are put forward: improve teachers' understanding of the connotation structure of regional culture;Create a holistic situation based on regional cultural cases;Set advanced class questions;Enhance the penetration of regional spiritual culture in the classroom;Carry out regional culture practice and exploration activities;Implement diversified regional culture teaching evaluation methods.Fourthly,according to the promotion strategy of high school geography and regional culture teaching,specific teaching cases are designed to preliminarily verify the feasibility of high school geography and regional culture teaching strategy.