Research On High School Students’ Learning Engagement In Geography Classroom

Geography classroom learning engagement refers to the time and energy students invest in the geography classroom.With the reform of the college entrance examination system and the continuous improvement of core literacy in geography,the state is paying more and more attention to students’ process evaluation.Since the reform,we are required to pay more attention to students’ classroom and to high school students’ geography classroom learning engagement.In this paper,we investigate the behavioral,cognitive and affective engagement of high school students in geography classroom learning,as well as two influencing factors: personal factors and classroom factors,and conduct a research on geography classroom learning engagement in a senior middle school in Liaocheng City based on the theoretical discussion.We also analyzed the main problems of students’ lack of learning engagement,proposed countermeasures to improve learning engagement,and further carried out teaching application practice and teaching case design.The main results are as follows.1.Findings of geography classroom learning engagement of high school students(1)High school students’ learning engagement in geography classroom is moderate overall,with the lowest behavioral engagement,the second highest cognitive engagement,and the highest affective engagement among the three dimensions;(2)among different grades,the highest learning engagement is in sophomore year,the second highest in junior year,and the lowest in freshman year;(3)the high level of learning engagement is correlated with the level of learning,while there is little difference in the effect of gender on learning engagement between men and women.;(4)In terms of influencing factors,there is a strong correlation between personal factors and learning engagement and a medium correlation between classroom factors and learning engagement.2.The main problems of insufficient engagement in geography classroom learning for high school studentsBehavioral engagement:(1)the order of geography classroom needs to be improved;(2)low priority given by teachers and students to creating a good classroom climate;(3)teachers lacked flexible and diverse teaching methods.Cognitive engagement:(1)teachers lacked the cultivation of students’ self-efficacy;(2)students did not know enough about the importance of the value of the geography curriculum.Emotional engagement:(1)the need to further enhance the good relationship between teachers and students;(2)the awareness of geography knowledge in relation to practical life needs to be enhanced.3.Countermeasures to improve high school students’ learning engagement in geography classroomBehavioral engagement:(1)teachers and students work together to maintain good classroom order;(2)teachers and students focus on creating a good geography classroom atmosphere;(3)enhance collective lesson preparation and explore flexible and diverse teaching methods.Cognitive engagement:(1)adopt praise and encouragement education to cultivate students’ sense of self-efficacy;(2)enhance the awareness of the importance of the value of geography curriculum.Emotional engagement:(1)establish a harmonious relationship between teachers and students;(2)closely relate to real-life situations to enhance interest in geography subjects.In accordance with the above countermeasures,an empirical study of classroom teaching was conducted,and it was concluded that the learning engagement of students in the experimental class was significantly higher than that of the control class,and the geography learning performance of the experimental class was significantly improved.The teaching cases of the experimental class were also shown,hoping to help improve the geography classroom learning engagement of high school students in this school.