Study Of The Application Of Self-made Teaching Aids In High School Geography Teaching And Of Its Practical Cases

In the context of “new curriculum standards,textbooks,and college entrance examination”,the pedagogical requirements for core-literacy-based geography courses have been further enhanced.To fulfill these requirements,practical skills training in geography classes has become an indispensable aspect of geography classes.While teaching aids have been extensively utilized to conduct experiments and demonstrations during geography teaching competitions,their application in real-world scenarios remains inadequate due to the comparatively weaker infrastructure of experiments in contrast to subjects such as physics and chemistry.The scarcity of stable experiment arrangements,equipment,and laboratory support in most schools has prompted the gradual rise of selfmade teaching aids in high school geography courses.The utilization of self-made teaching aids in geography classes holds significant importance.Firstly,through constant innovation and development,the geography teaching aids for experimental needs are enriched,enabling an abundance of pedagogical resources.Moreover,the development of self-made teaching aids helps improve the core disciplinary literacy of both teachers and students while also promoting the concept of sustainable development.Lastly,the use of self-made teaching aids enriches the teaching cases of geography experiments,which further enables theoretical development for geography teaching under the background of the “new curriculum standards,textbooks,and college entrance examination”.This paper designed a questionnaire based on the application status of self-made teaching aids in high school geography education in Anshun City,Guizhou Province.The questionnaire was distributed among teachers and students,covering aspects such as the application of self-made teaching aids in class,perceptions of teachers and students towards self-made teaching aids,and the effectiveness of self-made teaching aids in high school geography learning.The survey results indicated some prevailing issues,including the difficulty in manufacturing and insufficient coverage of self-made teaching aids.Based on the findings,this paper proposes four principles for the involvement of teaching aids in classes: demonstrating phenomena and recording data before drawing conclusions,improving the model based on a solid understanding of the logic,simplifying the materials for a clear demonstration of knowledge,and mastering the principles before creating the model.Apart from the survey,a controlled experiment was conducted on two groups of school-based course participants: one group served as the experimental group and the other as the control group.The teaching cases covered the atmospheric heating process,thermal circulation,formation of mountains,and the three circles of circulation.The aim of the experiment was to compare teaching facilitated by experiment-oriented self-made teaching aids to conventional teaching practices.For the teaching process evaluation,student behavior was assessed in three aspects: class participation,in-group interaction,and teacher-student interaction.For the teaching outcome evaluation,after-class questionnaires,testing,and monthly evaluations were conducted to better understand the students’ learning effects.The findings indicate that,compared with the control group,the experimental group had a better classroom atmosphere,more positive after-class feedback,higher scores on after-class tests,and greater improvement in geographical performance,indicating significantly better teaching outcomes.This study concludes that the use of diversified self-made teaching aids in geography classes contributes to teaching outcomes through four mechanisms.First,it improves students’ experimental skills,which can be effectively integrated into other experiment-oriented subjects.Second,it enhances students’ understanding of the principles of the experiment through continuous improvement of self-made teaching aids.Third,it establishes a mindset of simplification and streamlining by using simple daily necessities to demonstrate geographical phenomena.Fourth,it concretizes geographical knowledge by building models to explain abstract geographical phenomena.This paper provides a comprehensive study of the application of self-made teaching aids in high school geography teaching and of its practical cases,further highlighting its vital role in enhancing geographical classes.It provides valuable insights and ideas for promoting the development and application of self-made teaching aids in geography education,which can serve as a valuable reference for teachers and educators in the future.