Research On Senior High School Geography Experiment Teaching Based On Maker Education Concept

In June 2019,the General Office of the State Council issued the "Guiding Opinions on Promoting the Reform of Education Methods in Ordinary High Schools in the New Era",which pointed out that it is necessary to coordinate classroom learning and extracurricular practice,strengthen experimental operations,cultivate students’ innovative thinking and practical abilities,and improve the evaluation of innovative thinking;The new curriculum standard advocates that high school geography teaching should focus on core competencies,with practical ability in geography being an important component.Geography experimental teaching is one of the important teaching methods for cultivating students’ practical abilities in geography.However,there are many problems in current high school geography experimental teaching,which neglect the cultivation of students’ practical abilities.This study will introduce the concept of maker education that emphasizes the cultivation of students’ innovative thinking and practical abilities into high school geography experimental teaching,attempting to optimize high school geography experimental teaching and enhance students’ innovative and practical abilities.Firstly,summarize the current situation of high school geography experimental teaching and the research status of maker education at home and abroad,introduce the concepts and theoretical foundations related to geography experimental teaching and maker education,analyze the adaptability of maker education concepts to high school geography experimental teaching,and lay the foundation for the design of maker style geography experimental teaching in this study.Secondly,based on Professor Fu Qian’s SCS maker teaching method and Jiao Chunqian’s high school maker education model,a teaching model process framework is constructed to apply maker education concepts to high school geography experiments.The geography experiment teaching design is carried out using "river landforms" and "factors affecting flood disasters" as cases.Finally,through interviews and questionnaire surveys,we aim to understand the current situation of geography experimental teaching in the internship school,as well as the level of understanding of maker education concepts among teachers and students.We design a maker literacy scale and test students’ maker literacy.Based on the test results,we conduct targeted teaching practices.After the practical teaching is completed,we test students’ geography maker literacy again,and combine it with later teacher interviews to analyze and evaluate the teaching practice results.Before the implementation of Case method,the students’ innovative ability and practical ability were insufficient,and the average innovative literacy and practical literacy tests were14.5 and 23.325 respectively;After the implementation of Case method,the average of students’ innovative literacy and practical literacy tests were 16.6 and 25.4,respectively,and75% of students’ maker literacy has significantly improved.It can be seen that the integration of maker education and high school geography experiment teaching can improve students’ innovative ability and practical ability.The interviewed teachers all affirmed the actual teaching effect,believing that the maker based geography experimental teaching is more diverse than the traditional geography experimental teaching.The results of this study can provide reference for geography teachers to use geography experimental teaching to cultivate their practical abilities in geography,and provide reference for the development of geography experimental teaching.However,there are also shortcomings in this study,such as not considering the limitations of the experimental environment due to the impact of the epidemic.