Research On Comprehensive Difficult Analysis And Teaching Strategy Of High School Geography Textbook Topics

Geographic materials consist of imported,body knowledge,activities,thinking and other parts,the activity question is an integral part of high school geographic textbooks and.High school geographic materials are the foundation of students to learn geographic knowledge and important tools,it is an effective reference to creative teaching.It is an indispensable learning resource for students.Effective utilization of the activity can also maximize the value of the textbook.The difficulty of teaching materials is an important aspect of assessing the quality of teaching materials.Comprehensive difficult analysis of teaching materials,can react the quality of textbooks from the difficulty of activity,and provide a suitable textbook for each region.As the curriculum reform is continuous in the geographical field,the study of geographic textbook activities is increasingly valued.However,according to the current reference,the study of geographic textbook activity is not very perfect,the number of documents is small,the research method is single,and the horizontal comparison between different versions is used or the portrait between the same version.In order to enrich the research methods of geographic textbook activities,they provide creative teaching methods for teachers,stimulate students’ learning and research interest in geographic knowledge,this thesis studies the activity topics of four textbook.First of all,the activity questions of the four textbooks are divided into three categories:practical inquiry,analytical thinking and discussion,and count the quantity.The study found that the number of analytical thinking activity questions is the largest,followed by discussion,and the number of practical inquiry activity questions is the least.Second,a comprehensive difficult analysis of the four textbook activities.From the perspective of teaching materials,practice exploration activities and discussion of exchange activities are the largest,and the understanding level is the largest,and the difficult coefficient of knowledge content is the smallest,the difficulty levels of the rest of the difficulty are slightly different,and the problem of analyzing the problem of classics is the largest,and the difficult coefficient of knowledge content is minimized.From the perspective of four textbooks,the same point is the least difficult factor of the four textbook activities,and different points are different in comparisons in the rest of the factors.Among of them,the difficulty coefficient of problem situation in the first book of People’s Education Press is the largest,the cognitive difficulty coefficient of the activity question in the other three textbooks is largest.Finally,for the results of this thesis,the author puts forward the teaching recommendation: First,pay attention to geritice,implement problem-style teaching;the second is to strengthen basic knowledge and strengthen the link between knowledge;third is to carry out geographical practice and cultivate geographical core literacy.