Research On The Design And Application Of High School Geography Teaching Based On BOPPPS Teaching Model

In the context of the call for a new geography classroom teaching model in the new era,the call for new geography teaching concepts by geography teachers,and the call for the cultivation of students’ core competencies in geography,the "BOPPPS" teaching model decomposes a class into six closely connected teaching stages,namely the introduction,the display of learning objectives,the pre test,the participatory learning,the post test,and the summary.Among them,participatory learning is the core link,which fully enhances students’ participation in geography learning and reflects the teaching concept of "student centered".This study first used educational literature research methods to collect and organize relevant literature materials using academic databases such as CNKI.It analyzed the current research status at home and abroad,defined the concept of the "BOPPPS" teaching model,and selected the three theoretical foundations for this study;Secondly,the teaching principles and strategies of the BOPPPS teaching model in the application of high school geography teaching were clarified,and five teaching case designs were conducted in conjunction with the Hunan Education Press High School Geography Selective Compulsory One;Once again,two comparative groups of single factor pre and post test education experiments were conducted using educational experimental methods and questionnaire survey methods in experimental group,control group 1,and control group 2(the theoretical assumption of this education experiment is that high school geography teaching based on the BOPPPS teaching model can help improve the efficiency of geography classroom teaching).Interview survey methods were used to interview relevant teachers’ views on the BOPPPS teaching model,Obtained first-hand information on the practical application of the BOPPPS teaching mode;Finally,based on the problems exposed during the integration of the BOPPPS teaching model with high school geography teaching,relevant suggestions were proposed.After a semester of geography classroom teaching practice,it has been shown that the BOPPPS teaching model significantly helps to improve the efficiency of geography classroom teaching(including improving students’ geography learning cognition,emotional experience,behavioral tendencies,and classroom performance);However,due to the large scope of the test content,overall difficulty of the test questions,and limited internship hours,it was not found that the BOPPPS teaching model has a significant promoting effect on improving students’ geography grades.In response to the problem of "fake liveliness" in participatory teaching and the inability of teachers to effectively promote students’ participation in the classroom,the following strategies are proposed: to build a "deep" geography classroom,improve teacher literacy,and promote students’ participatory learning.