Research On High School Experimental Teaching Based On The Cultivation Of Geographical Practice Ability

In the "Thirteenth Five-Year Plan" for the development of national education in 2017,the requirement of strengthening students’ practical and hands-on skills is clearly put forward,and the cultivation of students’ practical skills in geography is also emphasized in the "General High School Geography Curriculum Standards(2017 Edition Revised 2020)",which shows the importance of practical skills in geography.Along with the emergence of new teaching concepts and the use of new teaching materials,front-line teachers are in urgent need of new teaching methods to cope with the changes in teaching contents and structures and to meet the requirements for the cultivation of students’ geography practical skills in the curriculum standards.Geography experiments,as one of the cultivation methods,are suitable for teachers to carry out in their daily teaching activities because of their scientific,interesting and practical characteristics.Based on the above research background,this paper explores the design,implementation and evaluation of geography experiments with the goal of cultivating students’ geography practicability,and draws the following conclusions:First,through summarizing and sorting out the domestic and foreign literature,the concept of geography practical power in experimental teaching is defined and the structure is interpreted.Taking the Xiangjiao version of Geography Compulsory1 as an example,the experiments were classified according to the way of students’ activities,which were divided into four categories of experimental activities:observation and observation,drawing and making,investigating problems and experimental operation.Second,with the support of multiple intelligences theory,constructivism theory,"learning by doing" education theory and geography pedagogy,we designed a questionnaire on the status of high school teachers’ experimental teaching and students’ geography practice.Through the questionnaire,we found that teachers and students agree more on experimental teaching,but less on practical implementation,mainly because the school arranges less practical class time and lacks necessary experimental facilities and conditions,secondly,teachers’ teaching design lacks excellent teaching cases,and thirdly,students’ geography experimental implementation skills are low.And for the above problems,we put forward corresponding suggestions to solve them.Third,by formulating the principles of experimental teaching design,establishing the experimental teaching model and designing the geography practical power evaluation scale,the experimental teaching strategy based on geography practical power cultivation is comprehensively constructed.The strategy application and case design of four types of experimental teaching in Geography Compulsory 1 of Xiangjiao edition were carried out,and the characteristics and teaching considerations of each type of experimental teaching were analyzed.Fourth,the implementation of experimental teaching is combined with scale evaluation and paper-and-pencil test to evaluate students’ geography practical ability.After data processing and analysis,it is concluded that the implementation of experimental teaching strategies in high school geography has a positive effect on teaching,which can effectively cultivate and improve students’ geography practical power,increase students’ interest in geography learning,and assist students’ geography learning.Therefore,this study aims to provide a reference for front-line high school geography teachers to teach high school experiments based on geographic practice development.