| In 2017,Geography Curriculum Standards for senior High schools were revised and implemented.The standard has new norms for curriculum norms and core literacy training objectives,and clearly defines the curriculum objectives of "explaining the occurrence and development process of geographical things and phenomena to a certain extent".The study of geographical effect and process is one of the main trends in current geographical research,and occupies an important position in middle school geography teaching.Geographical effect and process pay attention to the external manifestation difference and internal evolution mechanism of the development and evolution of geographical things.The knowledge covers a wide range,connects relatively isolated knowledge points,and plays the role of bridge and adhesive in the geographical knowledge system.Meanwhile,the spatial and temporal nature and stage of geographical process are strong,which requires students to explore the development and evolution law of geographical images from the perspective of regional comprehensive analysis Strengthen students’ ability of spatial-temporal analysis,causality analysis and simple prediction,and constantly implement the course objectives.Therefore,under the requirements of new curriculum standards,it is of great practical significance for teachers to adopt teaching strategies for geographical effects and process knowledge.Due to the current situation of tight teaching time,heavy tasks,mismatch between curriculum standard requirements and students’ abilities,this paper,on the basis of referring to the basic concept,theoretical background and various learning theories of "Geographical effects and process",takes the 2019 Human Education Edition as an example,summarizes and classifies the knowledge points of "Geographical Effects and process" in compulsory courses I and II.Collected and sorted out the knowledge points tested by the new curriculum standard Ⅰ and the college Entrance examination B in the recent five years,summarized and analyzed the answer language,designed the corresponding questionnaire,conducted the questionnaire survey on teachers and students in the classroom,and conducted the questionnaire survey on students to understand the teaching status.Based on the problems found above,discuss the classroom teaching case design--take the heating process of compulsory course 1 atmosphere as an example,contrast with the previous teaching,and give feedback.Based on the previous investigation of the teaching situation,problems and deficiencies were identified and teaching suggestions were proposed,thereby re improving the teaching design. |
