Research On The Application Of Local Geographic Resources In The Teaching Of High School Geography In A Living Way

Local geographical resources are highly consistent with the concept of geography life-oriented teaching.Combining the two in geography teaching can implement the curriculum concept of "learning geography useful to life".The geography curriculum standard of senior high school(2017 Edition)clearly puts forward that guiding students to learn geography should proceed from the reality of life.Local geography resources are important geography teaching resources existing in students’ living environment and convenient for students’ direct perception.This study adopts the methods of literature analysis,questionnaire survey,case analysis and classroom observation.Based on the theories of life education theory,constructivism theory,humanistic learning theory and situational teaching,this study is based on the definition of relevant concepts,the combing of rural land resources in Nanning and the investigation of the current situation of the application of local geographical resources in high school geography life teaching in Nanning,This paper systematically analyzes the application principles and Strategies of local geographical resources in high school geography life teaching,and then designs relevant teaching cases for teaching practice,so as to verify the effectiveness and feasibility of the strategy.The main research contents and conclusions are as follows:(1)To gain a deeper understanding of the current situation of research on vernacular geography resources and geography life-based teaching,to define the concepts of vernacular geography resources and geography life-based teaching,to further determine the theoretical basis for research based on their concepts,to analyze the feasibility of combining the two,and finally to conclude that it is feasible to combine vernacular geography resources and life-based teaching.(2)Integrating natural and cultural elements,the typical local geographical resources of Nanning are sorted out from six themes: the rise of stone mountains,China’s green city,the beautiful Yong jiang River,the hometown of jasmine,"three streets and two lanes" historical and cultural block and the capital of Zhuang township.According to the requirements of the new curriculum standards,referring to the setting of the contents of the compulsory geography textbooks for senior high school in the new Hunan Education Edition,this paper combines the local geography resources in Nanning with the teaching contents of the textbooks,and finally comes to the conclusion that the local geography resources in Nanning are helpful for teachers to carry out geography life-oriented teaching.(3)Designing questionnaires from teachers’ and students’ perspectives,analyzing the current situation and problems of the application of native geographic resources in the living teaching of high school geography,and concluding that teachers and students do not have a deep understanding of native geographic resources and living teaching,there are few practices of combining native geographic resources and living teaching of geography,and teachers neglect the evaluation of students’ application of native geographic knowledge to life.(4)Systematically analyze the application of vernacular geography resources in the teaching of high school geography,and explain that the application of vernacular geography resources in the teaching of high school geography should follow the principles of emotionality,integrity,richness and relevance.The application strategies are analyzed from three perspectives: before class,in class and after class,the concept of "living" should be sorted out to guide the living of vernacular geography;during class,the "living" vernacular teaching situation should be created to realize the living of teaching process;after class,the "living" evaluation should be established.After the lesson,we should establish a "living" evaluation mechanism to realize the return of teaching to living practice.(5)Using the case practice method,this paper expounds the case design of the application of local geographical resources in geography life teaching from the two aspects of design basis and design process,and takes the section of "water cycle" as an example to demonstrate the designed teaching cases.In the classroom,the classroom observation method is used to observe the students’ behavior performance,and the questionnaire survey and interview method are used to investigate the students’ learning effect after class.Finally,the actual effect is analyzed.The results show that the combination of the two can stimulate students’ interest in learning geography,activate the classroom atmosphere,improve students’ learning ability and cultivate students’ Geography core literacy.However,there are also some problems in the classroom,such as the unclear level of classroom questioning,the insufficient control of classroom teaching time and the lag of classroom evaluation.The purpose of this study is to explore the feasibility and operability of the application of local geographical resources in geography life teaching in Nanning,so as to enrich the theoretical research of local geographical resources and geography life teaching,and provide thinking and reference for the teaching design of middle school geography teachers.