Research On The Design And Application Of Scientific Writing Task System Of Geography In Junior Middle School

With the popularization of science education,scientific writing is particularly important.Scientific writing refers to the process in which students express their scientific thinking,scientific theories and scientific methods in the form of texts.Firstly,this study determines the research status of junior high school geography writing at home and abroad through literature research,and then selects four junior high school geography textbooks(2012 and 2013 editions)published by People’s Education Press and five American junior high school geography textbooks(Science Explorer)translated by Zhejiang Education Publishing House as the research objects.And make use of the "5+20" Analysis Dimension Table of Scientific Writing Task,"Writing Task Coding Table" and the statistical analysis of the characteristics and shortcomings of scientific writing tasks in two editions of textbooks,which can provide reference for the design of junior high school geography science writing system.Secondly,the focus group method is adopted to determine the design idea,design goal and design principle of the scientific writing system,complete the preliminary design of the junior high school geography science writing system,and evaluate the system.At the same time,four cases of scientific writing tasks in this system are selected for teaching practice,and 114 works of junior high school students in a certain school are evaluated from the aspects of writing content and language expression by using the existing scientific writing works evaluation scale with good reliability and validity.The results are as follows:(1)Textbook analysis shows that the number of scientific writing in junior middle school geography textbooks published by People’s Education Edition is small,and it needs to be improved in writing types,writing situations,writing themes,writing objects and writing positions.(2)In the research of task system design,the author systematically designs the writing task of geography science in junior middle school from the aspects of design idea,predetermined goal,design principle and overall planning.The evaluation results show that the structure is good and the content is substantial.(3)The teaching practice shows that scientific concepts can’t be used accurately in writing content;There is a lack of structured and orderly expression in language expression.Through the analysis of the research results,the following conclusions are drawn:The scientific writing task in the junior middle school geography textbook of PEP needs to be optimized and improved;The design of junior middle school geography science writing task system is urgent;Students’ ability to use scientific writing to express themselves needs to be further improved.Based on the above conclusions,it is expected that some suggestions can be put forward for the teaching of geography science writing in junior middle schools,and relevant references can be provided for textbook researchers,so as to better promote the development of science writing in junior middle schools of compulsory education.