| Currently,the basic consensus of geography education in our country is to cultivate the geography core literacy in order to implement the basic task of establishing moral and cultivating people.In the implementation suggestions part of the new curriculum standard,it is proposed to "attach importance to question-based teaching" and promote the development of students’ core geographical literacy in the process of "finding problems" and "solving problems".Question-based teaching has been introduced into primary and secondary schools since the beginning of the 21 st century,but it has not been paid attention to and developed.Therefore,under the background of the implementation of the new curriculum standard,it is of great significance to study the current situation and effectiveness of question teaching in high school geography,which is of great significance to optimize the theoretical system of question teaching and further guide the classroom practice of high school geography.This paper first defines the concept and relationship between "question teaching" and "effective teaching",using classroom observation method and questionnaire survey method.Based on the link of question teaching,the connotation of effective teaching and the division level of geography core literacy,this paper constructs the classroom observation and diagnosis scale combined with expert consultation,and uses this scale to diagnose geography class in high school.At the same time,a questionnaire on the application of question-based teaching in high school geography class is designed and conducted to make up for the data of students’ implicit feelings.Finally,the results of questionnaire survey and classroom observation and diagnosis are analyzed to find out the shortcomings of question-based teaching in the implementation process of high school geography class,and the corresponding optimization strategies and suggestions are put forward,hoping to give some inspiration to front-line geography teachers.This study has practical value to improve the classroom practice of question teaching.This paper is divided into six parts:Part 1: Introduction.This part discusses the background and significance of the research,reviews the domestic and foreign research status of "problem-based teaching" and "effective teaching" through literature,and determines and explains the research implementation plan.Part 2: Basic theory.This part mainly defines the theoretical basis of this research and defines the concepts and relations of "question teaching" and "effective teaching",including effective teaching theory,problem teaching theory,geographical science theory,multiple intelligences learning theory and constructivism learning theory.Part 3: Basic methods.This paper discusses the construction process,index interpretation and application of the question-based classroom observation and diagnosis scale in high school geography.Part 4: Analysis of the current situation.In this part,after the samples of questionnaire survey and classroom observation are screened and determined,the data are sorted out and analyzed after the students’ implicit perception data is collected by questionnaire survey and the selected lessons are diagnosed by the diagnostic scale of classroom observation.The core content of this paper is to point out that the problems existing in the classroom practice of question teaching of geography include: the low degree of geographicsituation problem,the lack of training of students’ problem awareness,the lack of guidance and evaluation of thinking methods in the process of problem solving,and the low degree of completion of migration and application.Part 5: Put forward the optimization strategy and show the teaching case.Based on the existing problems,optimization suggestions are put forward in accordance with the sequence of steps for the implementation of problem-based teaching: creating a problem to highlight the situation,attaching importance to the cultivation of problem awareness,promoting the development of students’ thinking,attaching importance to the process,emphasizing thinking guidance,diversified evaluation,transferring new situations,applying new problem solving strategies.At the same time,the teaching cases of question teaching are presented.Part 6: Conclusion and prospect.This part mainly expounds the basic conclusion,the deficiency of the research and the expectation of the research on the development of question teaching. |
