Research On The Application Of 5E Teaching Model In The Teaching Of Geography Concept Transformation In Senior High School

The concept of geography is not only the basic element of geography,but also one of the important factors for students to construct knowledge system and cultivate scientific literacy.Therefore,it is of great significance to strengthen the teaching of geographical concept in teaching practice to cultivate geographical thinking and geographical literacy.However,in daily teaching activities,teachers find that most students have pre-concepts more or less before learning a certain geographical concept,and the existence of these pre-concepts will hinder students’ learning of new concepts to a certain extent,thus affecting their subsequent knowledge learning.The 5E teaching mode under the guidance of constructivism theory guides students to think independently,explore cooperatively and construct knowledge actively through five links of "engagement","exploration","explanation","elaboration" and "evaluation".It gives the class back to students,helps and promotes students’ understanding and transformation of concepts through students’ independent learning.5E teaching model,as a new concept transformation teaching model,has gradually entered the field of vision of domestic education.The main purpose of this study is to propose the principles and strategies of combining 5E teaching mode with geography concept transformation teaching by investigating the application status of 5E teaching mode and the status quo of pre-concept teaching of students.Then,the theory and practice are combined to promote the application of 5E teaching mode in schools,and help and guide teachers to apply the mode in the teaching of geographical concept transformation.Based on the above purposes,this thesis sorted out the domestic and foreign literature on 5E teaching mode and geography concept teaching through literature research.Under the guidance of cognitivism development theory,constructivism learning theory and zone of proximal development theory,this thesis investigates the application status of 5E Teaching Mode in geography concept transformation teaching and the current situation of students’ pre concept and concept teaching from the aspects of teachers and students by using the methods of questionnaire and interview.The survey found that the application of 5E Teaching Model in the current high school geography concept transformation teaching is not ideal,and students’ pre concepts are obtained through various channels and are usually correct.The author mainly analyzes the causes of the problems from three aspects: schools,teachers and students.On this basis,this thesis puts forward the principles and application strategies of the 5E teaching mode in the teaching of geographical concept transformation,and carries out teaching design for the three parts of "Moon Phase and Its Changing Rules","Thermal Circulation" and "Aeolian Sand Landform",and selects the section of "thermal circulation" to test the effect.Through the test and analysis of students’ scores and the interview of individual students of different learning levels in the experimental class,it is confirmed that 5E teaching mode is an effective way to promote the transformation of students’ concept.The research shows that compared with traditional teaching mode,5E teaching mode has certain advantages in promoting students’ concept transformation,and can effectively help students construct knowledge system,realize concept transformation and improve their academic performance.