| One of the goals of the new curriculum reform is to advocate students’ active participation,willingness to explore,and diligent practice,to cultivate students’ ability to solve problems cooperatively,to change the status of teachers and students in the classroom,to play the leading role of teachers,and to reflect the dominant position of students.The traditional "cramming" geography class based on the teaching method can instill a lot of knowledge for students in a short period of time,but it is easy to lead to passive learning of students.It is not conducive to the cultivation of students’ subjective initiative in learning.On the other hand,the task-driven teaching method is based on the constructivist learning theory,and "task-based" decomposes the teaching content of each lesson into multiple sub-tasks to guide students to collaborative learning and complete tasks step by step,so as to improve students’ sense of classroom participation,Selflearning ability,learning efficiency and many other goals have become an important method to enrich junior high school geography classroom teaching and improve the effectiveness of classroom teaching.By sorting out the relevant literature on the application of task-driven teaching method in various disciplines in my country,it is known that in recent years,the application research in physics,chemistry,biology and other disciplines has gradually increased.Although some aspects are involved,they are relatively lacking.Based on this,from the perspective of combining theory and practice,the research topic of this paper is determined.Through the reading and analysis of massive literature and materials,this research is supported by constructivist learning theory,learning motivation theory,multiple intelligences theory,and situational cognitive learning theory,using literature analysis,interview,questionnaire,and action research methods.and many other methods.540 student questionnaires were distributed to investigate the current situation of geography learning of junior high school students,and to summarize the problems existing in students’ geography classroom learning under the current teaching method.Furthermore,online interviews were conducted with 10 front-line teachers in middle schools to investigate the understanding and application of task-driven teaching method.Combined with action research,the feasibility of task-driven teaching method in junior high school geography teaching is verified with specific case practice.Finally,based on the theoretical basis and research status,the implementation principles and strategies of task-driven teaching method in junior high school geography teaching are proposed.The main core conclusions are as follows:According to the current situation of the survey,the problems existing in the current junior high school geography course learning are summarized:(1)Students are not very aware of problems and have poor learning autonomy.;(2)The degree of attention and participation in the classroom needs to be improved,the concentration in the geography class is not high,and the teachers leave little opportunities for students to participate;(3)The classroom is mainly based on the teaching method,the classroom state is not good,and the phenomenon of mind wandering is easy to occur in the class;(4)There is less group cooperative learning and less opportunities for students to participate in the classroom.The status quo of teachers’ understanding and application of task-driven teaching is as follows:(1)Teachers have a low degree of theoretical understanding and practical application of task-driven teaching method,and lack relevant theory and case guidance;(2)Junior high school geography teaching is more suitable for using task-driven teaching method.The content of junior high school textbooks is suitable for the development of the task-driven method;(3)The requirements for teaching ability are higher,which increases the difficulty of teachers’ teaching and improves the requirements for teachers’ abilities in many aspects.Based on the survey results,the implementation principles of task-driven teaching method are put forward:(1)effectiveness principle;(2)operability principle;(3)interesting principle;(4)driving principle.Based on the research status and implementation principles,combined with the actual situation of daily teaching and put forward the implementation strategy of task-driven teaching method in junior high school geography teaching:(1)Fully prepare before class,adapt to task-driven teaching method;(2)Reasonable task design to stimulate students’ task driving force;(3)Create appropriate situations to stimulate students’ interest in learning;(4)Orderly implement tasks to improve students’ sense of classroom participation;(5)Pay attention to task evaluation and promote students’ all-round development;(6)Pay attention to the cultivation of teachers’ professional awareness and ensure the application effect.The innovation of the research lies in the novel angle of topic selection.At present,the research on the application of task-driven teaching method to junior high school geography teaching is relatively lacking.Starting from teaching practice,this paper applies task-driven teaching method to teaching practice,enhances junior high school geography teachers’ cognition of task-driven teaching method,enriches junior high school geography teaching methods,improves students’ interest in geography learning,and further enriches task-driven teaching method.Theoretical and applied research in junior high school geography teaching.With the addition of geography subjects to the middle school entrance examination,the key to the current teaching reform is to change the status quo of junior high school geography classrooms,to enrich junior high school geography teaching,and to improve students’ learning efficiency.The task-driven teaching method meets the basic requirements of the current geography teaching in the new curriculum reform,which is conducive to giving full play to the leading role of teachers and the main role of students,facilitating the cultivation of students’ subjective initiative,improving students’ enthusiasm for learning and the effectiveness of junior high school geography teaching.It is hoped that this research can provide teaching reference for front-line teachers and promote the innovation and development of junior high school geography teaching. |
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