Research On The Design Of High School Geography After-class Assignment Based On Current Hot Materials

With the new curriculum reform in full swing,the General High School Geography Curriculum Standards(2017 Edition Revised 2020)put forward the core literacy of geography,clearly stating that correct values,essential character and key competencies need to be achieved through the learning of geography.As one of the effective forms of teaching assessment,geography homework reform is also imminent.This is in line with the practical,living and contemporary nature of geography education.Therefore,the use of current hot materials to design geography after-class assignment is of high significance in achieving the goal of educating people and bringing into play the practical value of geography in the senior secondary geography curriculum.In this paper,we study the design of after-class geography assignment based on current hot materials and explore the application strategies of current hot materials in the design of geography after-class assignment.Firstly,the literature analysis method is used to sort out the relevant literature at home and abroad,to determine the connotations of current hot materials and geography after-class assignment,to propose the types of geography after-class assignment based on current hot materials,and to explain the relevant theoretical basis.Secondly,the textual analysis method is used to analyse the relevance of current hot materials to the new geography standards and geography teaching applications,and to verify the importance of their application to high school geography after-class assignment.Next,a questionnaire survey is used to investigate the current situation of the application of current hot materials in high school geography after-class assignment,and to analyse and summarise the existing problems.Then,to address the existing problems and the needs of teachers and students,the inductive method is used to propose strategies for designing after-class assignment based on current hot materials in high school geography.Finally,based on the proposed design strategies,we use the "Vegetation" and "Soil" sections of Compulsory 1 of the Humanities Education Edition(2019edition)of high school geography as examples to design and display after-class assignment cases.The case of "Vegetation" was selected for teaching practice.The following conclusions were drawn from this study:(1)The types of geography after-class assignment based on current hot materials include regular exercises and thematic activities,which are divided into multiple-choice questions and comprehensive questions,while thematic activities are subdivided into information exchange,mapping,investigation and report,and fieldwork.(2)The materials on current affairs are closely related to the geography curriculum standards and geography teaching applications,and are highly relevant to the knowledge content of high school geography teaching,so it is important to apply them to high school geography after-class assignment.(3)In the teaching of geography in senior secondary schools,teachers do not organize and process current hot materials frequently and seldom apply them to after-class assignment,and the types of assignment are relatively homogeneous.(4)The strategy of designing high school geography after-class assignment based on current hot materials is proposed in three aspects: design principles,design methods and design processes,and it is verified by teaching practice that current hot materials are indeed effective when applied to geography after-class assignment.The principles of assignment design include:based on curriculum standards,closely following the teaching content,fully considering the actual learning situation,and based on the characteristics of current hot materials.The assignment design methods include: taking "one core,four layers and four wings" as the guide,clarifying the ideas of assignment design;analysing and processing current hot materials to fit the context and content of the assignment;focusing on diversifying the forms of assignment and assessment to develop students’ abilities comprehensively;and reasonably grasping the amount and difficulty of the assignment to reduce students’ academic burden.The process of assignment design is as follows: setting the general objectives of the assignment,selecting the assignment plan,developing the content of the assignment,determining the implementation and assessment plan,and improving and presenting the assignment.This paper designs and practices an example of geography after-class assignment based on current hot materials and verifies that the application of topical materials to geography afterclass assignment is effective,which provides effective ideas and teaching materials for frontline geography teachers to design after-class assignment and achieves the expected research objectives.