Research On The Application Of Pbl Model In High School Geography Teaching Under The Integration Of Big Concepts ——Take "Atmosphere On Earth" As An Example

The new round of curriculum reform has put forward new requirements for talent training.For the first time,the "Geography Curriculum Standards for General Senior High Schools(2019)" proposes to integrate the subject content with big concepts and be theme-oriented to promote the structure and contextualization of the curriculum content.,to improve students' geographic core literacy.In a variety of teaching modes,PBL(Project-based Learning)focuses on problem solving,guides students to discover and solve problems in carefully created real situations,and emphasizes the process of learning,which is to improve the fragmentation and superficialization of traditional class hours.,an effective way to promote knowledge transfer and improve students' core literacy.However,the current PBL teaching is still applied in the form of traditional class hours.The teaching situation and problem setting are still limited to the traditional fragmented knowledge level,which is not conducive to students' overall problem-solving and the formation of structural thinking.Continuity,unsatisfactory effect of teaching practice,difficulty in developing divergent thinking of students' problems,and one-sided teaching evaluation.In PBL teaching,it is urgent to expand the scope of situation creation and to construct a geography teaching environment that is close to real problems.Big ideas represent holistic and structured requirements and play a guiding role in teaching.In order to implement the teaching objectives,the research combines the teaching of big concepts with PBL teaching,and solves problems by integrating the problem situations with big concepts,which promotes the structure of teaching content,which is conducive to the transfer of knowledge and the solution of practical problems.The research combs the current situation of high school geography problem-based teaching and big concept teaching by consulting literature materials;understands the current situation of high school geography problem-based teaching in Guiyang City through questionnaire survey,finds problems and deficiencies in teaching,and constructs a big concept to integrate PBL in high school geography.Applying strategies;finally,a teaching experiment is conducted with the third chapter "Atmosphere on Earth" in the 2019 Hunan Education Edition Senior High School Geography Compulsory Course 1.Concluded as follow:(1)Through the literature method,it is found that the PBL teaching design is still limited to the traditional and fragmented knowledge level,and there are problems such as small context scope,unsystematic problems,low knowledge transferability,weak practicality,and incomplete teaching evaluation;(2)The survey on the current situation of problem-based teaching found that most teachers often use problem-based teaching in the classroom,but the teaching effect is not significant.The development of problem-based teaching;teachers' understanding of problem-based teaching is biased;(3)Through the combination of big concepts and PBL teaching,the PBL teaching framework under the integration of big concepts is constructed from three aspects: teaching principles,teaching design elements and teaching strategies;(4)Through the teaching experiment of "Atmosphere on Earth",the chapter concept of "atmosphere and human beings are both close and distant" is put forward;the experiment found that students' test-taking ability,learning ability and learning attitude are greatly improved after PBL teaching is adopted.The teaching effect is obvious,which can provide a certain reference for teaching reform.