Research On The Construction Of Blended Learning Community In High School Geography

With the upgrading of online education,the blended learning approach combining online platforms and offline classes has become a new trend in education.At the same time,online education has also revealed many problems: students’ attention is easily distracted,classroom interactivity is poor,and learning efficiency is low.The study of the construction of blended learning communities in high school geography is a reflection and practice of large-scale Internet teaching during the home period,and an effective measure to improve the formalities of geography teaching in traditional faceto-face education in the post-epidemic era,after drawing on the benefits of online teaching and deep integration with offline teaching.The experiences and strategies derived from exploring the construction of blended learning communities in high school geography can provide some reference for other teaching practices and have both theoretical and practical implications.Firstly,by combing through the book literature,this study summarizes the five major elements of a blended learning community in high school geography based on system science theory,namely,a shared vision,constituent subjects,organizational environment,learning resources and learning assessment,and discusses the concepts,design principles and design procedures of the five major elements.Secondly,this paper explains the systematic construction of a blended learning community in high school geography,summarizes the four principles that a blended learning community in high school geography should follow and the six characteristics it possesses,analyses the dynamic generation process of a blended learning community in high school geography and puts forward the corresponding five construction strategies,namely,guaranteeing equal learning rights,building a moist listening relationship,providing a warm and comfortable environment,arranging The paper also proposes five major strategies for the construction of a blended learning community in senior secondary geography,namely,ensuring equal rights to learning,building a warm and comfortable environment,providing a warm and comfortable environment,arranging challenging projects,and constructing interpersonal interactions for mutual support.Finally,this paper concludes that the action research on the construction of a blended learning community in high school geography concludes that a blended learning community in high school geography is conducive to highlighting the subject position of students,giving them emotional support and stimulating their enthusiasm for active learning of geography.