Study On Teaching Strategies Of Soil Knowledge In High School Geography

In the new round of teaching reform,the high school geography curriculum requires students to master the basic knowledge of soil,establish the concept of sustainable development of soil resources and environment,this paper takes the teaching of high school geography soil knowledge as the research object,on the basis of reading literature and combing the soil knowledge system,using questionnaires and interview survey methods to investigate the teaching problems of soil knowledge in practical teaching,under the guidance of constructivist education theory,Dewey’s "do middle school" education theory,humanistic attention education theory and soil geography theory,Propose pedagogical strategies for soil knowledge.The findings of the study are as follows:（1）Combined with the high school geography curriculum standards and teaching materials,the soil knowledge system is sorted out,and the characteristics of soil knowledge are strange,abstract and practical.（2）The questionnaire and interview survey results show that the methods for students to learn soil knowledge are mechanical,teachers rarely carry out soil practice activities,and most schools do not have the teaching conditions to carry out soil practice activities.（3）In view of the problems existing in the teaching of soil knowledge,based on the curriculum standards and the characteristics of soil knowledge,put forward strategies for effectively carrying out soil knowledge classroom teaching and field investigation activities.（4）Using the proposed teaching strategies to design and implement soil knowledge teaching cases,and analyzing the teaching effect,the results show that the teaching strategies proposed in this paper can effectively improve the teaching effect of high school geography soil knowledge.High school geography soil knowledge teaching can cultivate students’ geographical core literacy from four aspects: human-land coordination view,comprehensive thinking,regional cognition and geographical practice,and hopes that the research in this paper can provide ideas and case references for the teaching of high school geographical soil knowledge,and promote the development of soil knowledge teaching.