Research On The Teaching Design Of Junior High School Geography Situation Based On Regional Culture

With the continuous reform of geography teaching in junior high schools,the geography ability necessary for students to adapt to the society has also changed.In actual geography teaching,situational teaching is a widely used teaching mode,which can improve students’ geographical thinking ability,further promote the development of junior high school geography teaching,and promote the development of education reform.With the promotion of situational teaching,the situational teaching method has been generally recognized by the majority of educators.However,some teachers do not understand the profound meaning of situational teaching,and often apply the teaching process of high-quality courses,resulting in paradoxical situational teaching,which does not achieve the desired effect.Regional culture is the main body of China’s excellent traditional culture.At the same time,regional culture in various places is obviously scarce,and regional culture can be combined with teaching for inheritance.Regional cultural resources are close to students’ life.While learning geography knowledge,they can enrich geography curriculum resources and guide students to establish a local concept in the feelings of home and country.In2022,geography will be included in the unified recruitment of Henan Province as a subject for the senior high school entrance examination.Throughout the Henan Geography Senior High School Entrance Examination questions used as a pilot,they all created real situations and adopted regional cultural resources.Based on regional culture,the teaching design of junior high school geography situation can improve the professional quality of teachers,inherit regional cultural resources,cultivate the core quality of junior high school students,meet the needs of the reform of the senior high school entrance examination,and enrich the resources of geography courses.Under the above background,the research on the domestic and foreign literatures on regional culture and situational teaching found that the research on situational teaching at home and abroad started early,with a large number and comprehensiveness,and the same is true for the research on geographical situational teaching in junior high schools.However,there are relatively few studies on the application of regional cultural resources in geography teaching.There are only a few works on the combination of regional culture and geography teaching,and there are few front-line teachers’ research and practice.In recent years,there has been a small amount of research on the development of regional cultural resources in high school geography courses.This paper focuses on this,defines the concept of regional culture and situational teaching,and conducts research on the basis of humanistic theory,constructivist learning theory,multiple intelligence theory,and geography teaching theory.The research methods used in the research process include literature research method,questionnaire survey method,classroom observation method,statistical analysis method and so on.In terms of practice,this paper conducts a survey on the status quo of geographical situational teaching in junior middle schools based on regional culture among some teachers and students in Zhengzhou.A total of 81 questionnaires for teachers and 418 questionnaires for students were distributed.Through the analysis of the data,it is found that teachers and students are very interested in regional culture and situational teaching,and have a strong interest in geography learning,and there is a large space for research.The current situation is summarized and the following conclusions are drawn: teachers and students are very interested in learning regional cultural resources;students generally regard exam-taking as the purpose of learning geography;students like contextual teaching classes with rich content;teachers generally believe that contextual teaching is effective and active.practice.However,the following problems are also found:(1)the access to regional cultural resources is limited;(2)it is difficult to integrate regional culture into teaching;(3)the implementation of situational teaching based on regional culture is inefficient.Aiming at the problems reflected in the survey,this paper proposes a design strategy of geographical situational teaching in junior high schools based on regional culture.Firstly,it puts forward the strategy of developing regional cultural resources,and the principle of multiple ways to obtain and pay attention to the selection of resources.Regional cultural resources can be obtained through online methods such as on-site learning at historical sites and cultural venues or articles on official accounts.And we must pay attention to the principles of resource selection,adapting measures to local conditions,integration,interest and ideological education.There are two key factors in the process of combining regional culture and teaching: teachers and schools.Teachers should improve their cultural integration literacy and innovate teaching methods.The school pays attention to creating characteristic school-based courses and shaping the regional culture of the campus.Then,it expounds the strategies to improve the efficiency of situational teaching based on regional culture from three aspects: reconstructing geography textbooks,creating problem chains,and improving evaluation mechanism.Finally,the strategy is applied to design a teaching case of junior high school geography situation based on local regional culture.This thesis has some innovations in the research angle.The integration of regional culture and geography teaching is concentrated in the senior middle school.This paper focuses on the geography teaching in the junior high school,studies the development of regional cultural resources in Zhengzhou,and applies the regional cultural resources to the situational teaching in a timely manner.,localize geography teaching and explore Zhengzhou style.After research,we have explored a way to create a situational teaching model,perfected the situational teaching model,and cultivated students’ necessary character and key abilities in real situations.At the same time,the regional cultural resources are effectively inherited in the usual geography learning classrooms,which enhances the students’ cultural self-confidence and establishes the local concept in the feelings of home and country.