Research On Geography Problem Chain Teaching In Senior High School For Improving Learning Ability

The development of the times requires learning talents,and curriculum reform puts forward higher requirements for students’ comprehensive literacy.The level of learning ability among high school students varies,and students need to improve their self-learning ability under the guidance of teachers,pay attention to the process of improving their learning ability,and adapt to the constantly developing society.Problem chain teaching is guided by the core problem,linking multiple problems from easy to difficult or from division to total.Problem design is sequential,logical,and progressive.In geography teaching,the process of students completing the problem chain is a process from easy to difficult,which also promotes the continuous improvement of students’ learning ability.This article combines the geography learning situation of high school students and the teaching situation of teachers to design the "Sponge City" problem chain teaching to promote the improvement of students’ learning ability.This article uses the literature research method to clarify the research content,research methods,related concepts and theoretical basis,as well as the design principles and ideas of this topic.A questionnaire survey was conducted to investigate the current situation of geography learning and learning ability of high school students,to understand the attitude and application status of high school teachers towards problem chain teaching.The main survey results show that:(1)The level of geography learning ability of senior one and senior two students is mostly at the shallow level of learning.(2)Students prefer intuitive and simple classroom questions.(3)Teachers believe that problem chain teaching activities have a greater role in promoting middle and upper class students.(4)Teachers believe that the most important learning abilities that students should improve are their ability to understand and analyze.The case study method is adopted to carry out practical research on problem chain teaching in two classes in Senior Two.First of all,both classes conducted a round of exploratory testing to further understand the experimental subjects.Secondly,after teaching the Fushougou drainage system problem chain to Class(2),the two classes were given a second round of tests.Class(2)compared and analyzed the results of the two rounds of tests vertically,and compared and analyzed the results of the second round of tests horizontally with Class(1).Finally,the teaching of the Beihai Tuancheng drainage system problem chain was conducted for Class(1),and the results of the first,second,and third rounds of tests were compared and analyzed longitudinally for Class(1).Based on teaching practice research,the following conclusions are drawn:(1)Problem chain teaching can promote the learning ability of high school students.After the sponge city problem chain teaching practice in the two classes,the overall performance of the students has been improved,with a significant increase in the score rate of the test questions and the score rate of each inspection knowledge point.From the analysis of test questions,students’ comprehension,application,analysis,and comprehensive abilities have been significantly improved,and their learning ability has been improved from shallow to relatively deep.Problem chain teaching has a good effect on improving students’ learning ability.(2)Problem chain teaching meets the requirements of the development of the times,is conducive to promoting the comprehensive development of students,cultivating a modern teaching team,promoting the construction of a learning society,and the development of educational modernization.(3)The difficulties that need to be overcome in problem chain teaching were proposed.The process of problem chain teaching is complex,and teachers have a lot of pressure to prepare in the early stage;The level of problem chain teaching design varies,and teachers’ ability to problematize knowledge points;The differences among students make it difficult to accurately grasp the difficulty of problem design.