Research On The Design Of Problems Based On The Logic Of Geography Subject ——"Atmospheric Heat Process" As An Examples

The 2017 edition of the high school geography curriculum standard clearly indicates in the "teaching tips" of the curriculum content module that the compulsory and optional compulsory courses should pay attention to the logical clues of knowledge when organizing the teaching contents,which laterally reflects the importance of the logic of geography subject.In addition,clear teaching logic is also one of the essential elements in the process of evaluating lessons,but individual teachers often have different understandings of the logic of geography.Therefore,exploring the logic of geography can help front-line teachers accurately grasp the logical clues of knowledge.Asking questions is an effective means of classroom interaction between teachers and students,and is an important vehicle for teachers to keep track of students' learning effects.Scientific and effective classroom questions not only stimulate students' interest in continuing to explore knowledge and inspire their comprehensive thinking skills,but also help develop students' abilities of independent thinking,cooperative inquiry and language expression.The effectiveness of teacher-designed questions directly affects the effectiveness of classroom teaching,and the relevance of questions further reflects the teacher's grasp of the logic of the subject.Therefore,quality question design is a key to enhancing teachers' teaching skills and improving students' knowledge structure.This thesis adopts the literature research method to sort out the geography subject logic and problem design of geography,and then observe and analyze the current situation of the problem design in the high-quality geography teaching video through the proposed classroom observation scale.The results show that: in the dimension of question design,the average number of questions asked in the 15 classroom records is 10,but low-level questions account for a larger proportion.In the dimension of classroom question situation,the teacher's statement is relatively clear and accurate,but only in part of the link proposes a strong and in-depth question chain.In the dimension of students' answering situation,the first answering time is mostly concentrated in less than 10 seconds,and the second answering time is 1.51 seconds on average.In the dimension of question answering situation,low-level question answering method is mainly based on students' collective answer and individual answer,and high-level question is mainly based on individual answer and group answer.In the dimension of teachers' reasoning,teachers can give feedback on most of the answers,but the evaluation method is single.Aiming at the current situation of problem design,this thesis puts forward the optimization strategy of problem design,which is divided into three aspects: problem design before class,problem implementation in class and reflection on after class problem.Before class: Accurately interpret the curriculum standards and grasp the subject requirements;follow the logic of the geographical subject,design questions around the theme;design a well-defined problem chain.In class: Diversify the objects of questioning;ensure appropriate waiting time;pay attention to classroom language expression;carry out questioning and evaluation accurately and timely.After class: Timely record the implementation of the problem;collect student feedback.Taking the section of "Atmospheric Heating Process" as a case,the practical results show that the problem design based on the logic of the geographical discipline is helpful for students to understand and construct knowledge.