Research On The Logical Construction Of High School Economic Geography Teachin

Economic geography studies the relationship between the location of economic activities,spatial organization and the geographical environment,and make utility for the governance of the state and society,playing an increasingly important role in China’s economic and social strategies such as national land remediation,rural revitalization and major regional strategies.High school economic geography education is the basic stage of economic geography talent training,and high school economic geography teaching has unique value in developing the key competences of high school geography subject.However,there are misconceptions in high school economic geography teaching,such as the solidification of the use of cases and teaching methods,which make it difficult to achieve the ideal teaching effect.Therefore,it is necessary to conduct a study on the construction of teaching logic of high school economic geography,and to explore what logical clues should be followed in the teaching design of this part.Based on sorting out the current situation of domestic and foreign researches and defining the concepts related to teaching logic,this paper firstly analyzes the subject content of economic geography,the curriculum content in the new version of curriculum standards and textbooks by using the literature research method,according to which the subject logic of economic geography teaching in high school is obtained.Secondly,through interviews and questionnaires,the requirements of geography teachers and students for the construction of teaching logic were analyzed and obtained.Finally,based on the requirements of both teachers and students to optimize the disciplinary logic,the logic of teaching economic geography in high school is constructed,and case design and teaching suggestions are made.The main findings of this study are as follows.First,the subject logic diagram of high school economic geography can be simply described.Since the strengths of each region varied from one to the other,various industries combine their needs to these regions with different advantages to choose and the government uses the construction of transportation and other policies to adjust and guide this choice,shaping the industrial structure of different regions,which can represent the good or bad development conditions and the level of development of a specific region in a certain period of time.In turn,the development level of the region also forms its comparative advantage,which triggers new location choices and industrial transfers,breeding the next adjustment of the industrial layout and spatial organization within the region and the industrial transfer between regions.Second,the requirements of both teachers and students for teaching logic in actual teaching include: both disciplinarity and pedagogical;guided by the ideas and methods of economic geography problem solving;basically following the order of textbook content presentation;concise and practical;lifelike;penetrating the essence of economic geography;having external relevance;and expanding the cognitive scope of students.Third,the applied logic of teaching economic geography in high school is "the process of development of spatial behavior of human economic activities",that is,the teaching is carried out according to the principle of the activity of people involved in economic life in space itself.The specific route is "behavioral dynamics-behavioral mechanism-behavioral performance-stage results".Firstly,to clarify the "behavioral dynamics" which is the reasons why people need to make choices about surface space.Secondly,to clarify the "behavioral mechanism",that is,how the elements of the geographical environment affect people’s location choices and industrial transfer.Again,to clarify the "behavior performance",that is,people’s location choice and industrial transfer shaped the regional industrial structure.Finally,we will clarify the "stage behavior results",that is,people’s spatial decisions of economic activities will affect the regional development and form a virtuous circle.In specific teaching,this teaching logic should be flexibly applied to the teaching contents of different chapters.