Application Of The 5E Teaching Model In Physical Geography Causality Knowledge Teaching

National Geography Curriculum Standards for senior high school(2017 edition)emphasize that the realization of geography curriculum objectives should be based on the play of students’ subjectivity and that the subject status of students should be respected in geography teaching to stimulate their learning initiative and interest in inquiry.The knowledge of physical geography causality is characterized by complexity and abstractness.Students should not only sort out the cause and result but also clarify the relationship between the cause and effect,which increases the difficulty of students’ learning but also affects the establishment of geography learning interest and confidence in students in senior high schools.Choosing the appropriate teaching model is an effective way to improve this situation.The 5E teaching mode advocates that students should be the main body of the class and inquiry activities should be the core path of knowledge acquisition.By means of attraction,inquiry,interpretation,transfer,and evaluation,the teaching content is presented step by step,emphasizing students’ independent learning and cooperative exploration and realizing the process of meaning construction of new knowledge based on teachers’ necessary guidance.Gradually form their own knowledge system so as to promote students’ self-efficacy while igniting their learning interest and confidence in geography,finally achieving the cultivation of core geography literacy and the improvement of their inquiry ability.This paper attempts to carry out a study of causality knowledge teaching in high school physical geography based on the 5E teaching model.Firstly,with the help of literature analysis,the research background,significance,and research progress at home and abroad are sorted out,the research routes and steps are planned,and the specific operation forms of the five links of the 5E teaching model are elaborated.Combined with the National Geography Curriculum Standards for Senior High Schools(2017 Edition),the knowledge of geographical causality involved in the compulsory course for new students(Volume 1)and optional compulsory course I(Fundamentals of Physical Geography)is sorted out,and the theoretical basis of this paper is traced back.Then,a questionnaire survey was used to investigate the application status of the5 E teaching model in the teaching of causality in physical geography in high school for teachers and students in practice schools,and the feasibility of the application of the 5E teaching model and possible problems at the present stage were analyzed by combining the data.Based on the survey results and problems,specific coping strategies,paths,and principles for the implementation of the model are provided for front-line teachers.Based on the investigation results of the current situation,principles,strategies,and paths,the teaching cases of "thermal circulation" and "water circulation" two sections of physical geography causal relationship knowledge based on the 5E teaching mode,are designed,and the teaching effects of the 5E teaching mode compared with the traditional mode are studied by a controlled experiment.The analysis is made mainly by means of pre-and post-measurement data,and statistics are obtained by SPSS software.The 5E teaching mode based on principles,strategies,and paths has more advantages than the traditional teaching mode in the practical physical geography causal relationship knowledge teaching,which is mainly reflected in the cultivation of geography achievement,students’ learning interest,attitude,and ability.