Research On Situational Teaching Strategy Of Geography Based On Scale Thought In Senior High School

Under the background of the new college entrance examination,situational presentation and expression are paid more and more attention in geography teaching and examination.It is necessary to study the scale effect because of geographical phenomena and processes occur in different time or space.This paper takes the situational teaching strategy of geography based on scale thought in senior high school as the research purpose.The author selects geography teachers and students of class 11 and class 20 of grade 1 in a high school as experimental objects.The implementation of scale thought education and students’ cognitive level are analyzed based on questionnaire.The survey results show that most teachers and students have a low level of scale thought cognition,Moreover,teachers’ penetration of scale thought in situational teaching is not enough,and the scale education of geographical problems is also obviously insufficient.Based on the results of questionnaire survey,this paper proposes a situational teaching strategy for infiltrating scale thought.It can help teachers improve their application ability of geographical scale education,summarize the contents of scale thought in textbook,and optimize the penetration of scale thought in situational teaching.Taking a group of geography questions in national college entrance examination volume 3 in 2019 as an example,the teaching cases are designed based on real example.In order to test the superiority and operability of teaching strategies,the author selects class 11 and class 20 of the same level in senior one as the experimental objects,and a comparative study is carried out through practical teaching.Among them,the experimental class is systematically emphasized scale thought in situational teaching,and the control class does not be emphasized scale thought in situational teaching.After a period of differentiated education and training,the application ability of scale thought between two classes are tested through classroom observation and evaluation.The results show that the students in experimental class are significantly better than those in control class for their classroom interaction,answer elaboration and practical application of scale thought after carrying out geographical scale education.And the students in experimental class have a higher correct rate of test questions.The results show that the students’ scale thinking can be developed by applying of scale thought in situational teaching.It can help students build scale thinking and understand or explain the geographical phenomena and processes in life.The situational teaching strategy of geography in senior high school based on scale thought proposed in this paper has been tested its superiority and operability through practice.It can significantly improve students’ comprehensive thinking and reference for others in practice of follow-up education.At the same time,limited to research level and time,there may be deficiencies in the design of questionnaires and teaching cases.