A Study On The Application Of Lifelike Teaching Model For Geography In High School

The promulgation of General High School Geography Curriculum Standards(Revised 2020,2017 Edition)(hereinafter referred to as "the new standards")advocates learning geography in real-life situations that are useful for lifelong development and cultivating students’ ability to adapt to the times and lifelong development.Starting from the autumn semester of 2019,the new curriculum and teaching materials will be implemented step by step in senior secondary schools in all provinces and regions across the country,and the teaching and learning of senior secondary education will start to enter a new situation of "new curriculum,new teaching materials,and new college entrance examination".This requires teachers to focus on implementing the teaching concepts of"establishing moral values","cultivating core geographic literacy" and"learning geography that is useful for life " advocated by the new curriculum and the new college entrance examination and to use The teaching concept of "Learning Geography that is useful for life" is based on the use of life-like materials to create a life-like teaching model that is appropriate to the classroom content.The introduction of rich life-like examples into geography teaching not only cultivates students’ interest in learning and enhances their ability to apply geography principles to solve problems,but also is an important way to promote the goals of the new round of geography education and teaching reform,with its diversified teaching methods.Based on this,this study takes teachers and students in high schools in Hebi,Henan Province as the research subjects,and analyses in depth the current situation of the development of the lifelike teaching mode of high school geography and the current situation of students’ learning in geography through questionnaires,interviews and classroom observations.Based on the review of relevant literature and the integration of teaching experiences,the methodology of optimizing the lifelike teaching mode is proposed,and a lifelike teaching strategy with the characteristics of the geography subject is constructed,providing a targeted and referenceable teaching case for the lifelike teaching of geography in secondary schools.It also compares with traditional teaching and carries out a controlled experiment based on the lifelike teaching model to verify the effectiveness of the lifelike teaching model in high school geography Main.The main findings of the study are as follows.1.Through the questionnaire survey method,interview method,and classroom observation method,we analyze the current situation of the life-based teaching mode of high school geography in depth and find the following problems:the use of life-based teaching resources is formal and fails to run through;the development of life-based materials is more limited;the library of life-based materials lacks systematic collation and fails to form a system.2.Combining teaching observation and practical teaching,the study proposes the implementation principles,application strategies,and problems that need attention from three aspects:creating a living atmosphere,experiencing the living process,and testing the results of living,and presents two teaching designs based on the living teaching mode to provide real and effective reference information for teaching.3.Through teaching practice,the effectiveness of the life-based teaching mode is verified by using mathematical and statistical methods and experimental control methods and comparing traditional teaching.The conclusion that the life-based teaching mode of high school geography can help students improve their performance in geography is drawn.