Research On The Application Strategy Of Mainline Situational Teaching In High School Geography Classroom

With the advancement of the new curriculum reform and the implementation of the new college entrance examination,high school geography teaching is increasingly emphasizing the cultivation of students’ core competencies of geography.The core competencies of geography refer to the values,necessary character and key abilities displayed by students in solving practical problems related to geography,which are gradually cultivated in the process of learning geography courses in secondary schools.Situational teaching plays an important role in this process,and the mainline situational teaching is affirmed by front-line teachers.In the high school geography classroom teaching,teachers carefully design a continuous and complete teaching situation thread throughout the classroom to carry out teaching,which is conducive to students to construct a knowledge system in the learning process,so as to improve the core competencies of geography.On the basis of reviewing relevant literature,this study summarizes the current research status of mainline situational teaching at home and abroad,clarifies the research objectives and methods,and defines relevant concepts.Through a questionnaire survey of teachers and students,it was found that there are conditions and needs for using mainline situational teaching in high school geography classrooms.However,teachers lack professional teaching methods,which makes it difficult to carry out mainline situational teaching in practical teaching activities and has less application.In view of the problems found in the questionnaire survey,by analyzing excellent teaching cases and combining their own teaching experience,this study proposes that the mainline situation teaching in high school geography classroom should be based on the continuity of the main context,the systematization of knowledge,the pertinence of subsituations and the sublimation of emotions.The mainline situation teaching of geography in high school is divided into three types: progressive,parallel and mixed.From the precourse preparation stage,the in-class implementation stage and the after-class reflection and evaluation stage,the teaching model of high school geography mainline situation teaching was constructed,and the corresponding application strategies were proposed according to the teaching model.Finally,this study applies mainline situational teaching to practical teaching activities,conducting tests and questionnaire surveys on students before and after teaching activities.Through analyzing data,it was found that the application of mainline situational teaching in high school geography is beneficial for enhancing students’ interest in learning geography,significantly improving classroom effectiveness,enriching the high school geography teaching mode,and further cultivating students’ core competencies of geography during the learning process.Although the mainline situational teaching has been used for a short time in daily teaching,it has achieved obvious results,which shows that mainline situational teaching can be used as a conventional teaching method to cultivate students’ core geographical literacy.The relevant theory and practical experience of this paper can provide some reference for teachers to use mainline situational teaching in high school geography class.