Research On The Use Strategy Of Geography-specific Classrooms Based On The Cultivation Of Geographic Practice Ability

The new curriculum reform pays more and more attention to the cultivation of geographic core literacy,the influence of the information age on teaching methods is becoming more and more obvious,the new curriculum reform pays more attention to problem-based teaching,emphasizes geographic practice,deepens the application of information technology,and emphasizes process evaluation.These orientations point out the direction for comprehensively deepening the new curriculum and reforming teaching methods,provides method guidance for implementing the core literacy of geography and fulfilling the fundamental task of "cultivating morality and cultivating people".In order to meet the needs of the new curriculum reform,our school has carried out a series of modern educational equipment configuration,and the special geography classroom is also equipped.As the "big teaching aid" of geography,the special geography classroom provides the feasibility for strengthening the practice of geography and deepening the application of information technology.Based on the above background,a teaching practice research on cultivating high school students’ geographic practice ability through special geography classrooms is carried out.This research through in-depth analysis of basic theories such as Situational Teaching,"Learning by Doing",Zone of proximal development,and Constructivist theory.Carefully study the new curriculum standards and new teaching materials.On this basis,select representative chapters for teaching design and repeated teaching practice.Teaching design is closely related to different angles of geographical practice.Practical activities involving geographical observation,geographical experiment and geographical demonstration respectively.The data of observation,student questionnaires,teacher interviews,and performance comparison in the process of teaching practice are analyzed,and some important conclusions are drawn.The analysis of students’ questionnaires found that: most students are very interested in geography-specific classrooms;there are differences in the level of students’ geographical practice;learning in geography-specific classrooms has obvious effects on the cultivation of students’ geography practice.The results of the teacher interviews showed that: the classroom atmosphere is good,the teachers’ professional level is high,and the learning effect is obviously better;limited by the number of equipment,students’ hands-on practice is not sufficient;teachers should pay more attention to students’ participation in practical activities,and timely personalized guidance.After using the special geography classroom for a period of time,through the comparative analysis of the results of the geographical knowledge test,it is found that the practical activities of the special geography classroom have deepened the students’ understanding of geographical phenomena and principles,and the geographical results are outstanding.Based on the comprehensive survey data analysis,it is found that there are still some problems in the use of special geography classrooms to cultivate high school students’ geographic practice ability: the teaching effect does not meet expectations;teachers’ evaluation of students’ activities is not in place and not standardized;the number of equipment for the same practice Equipment and functions are not fully utilized and developed;geography-specific classroom management needs to be improved.In response to the above problems,a series of countermeasures have been put forward in the continuous improvement and experimentation: make full use of the special geography classrooms and improve the teaching methods;combine the characteristics of the special geography classrooms to improve the evaluation methods;find out the equipment functions of the special geography classrooms and choose the teaching content reasonably;strengthen the Teacher training,proficient in the use of geography classrooms;improve the configuration and management system.Through teaching practice,it is proved that the above strategies can make geography-specific classrooms better serve teaching.The study finally draws three important conclusions: 1.The use of geography-specific classrooms has a significant effect on cultivating and improving high school students’ geographic practice ability.Students’ abilities in independent experiments,cooperative exploration,and understanding of geographical phenomena have been significantly improved.2.There are also certain limitations in using geography-specific classrooms to cultivate high school students’ geographic practice ability.For example,the limitation of the number of equipment,the limitation of teaching progress and class schedule,the irreplaceability of some outdoor practice activities,etc.3.The implementation of the improvement strategy can improve the effect of cultivating geographic practice in special geography classrooms.The research sorted out the corresponding table of geographical practice activities and teaching material knowledge suitable for the special geography classroom;improved a series of teaching methods and evaluation methods;formulated the use log,standardized process and management system of the special geography classroom.It provides an important guarantee for the use and promotion of geography-specific classrooms,and also provides technical support for the development of school-based courses.This study enriches the research on the core competencies of geography and the use of special geography classrooms.The special geography classrooms are regarded as an important position for cultivating geographical practice ability,and there are certain innovations in the strategies for the cultivation of geographical practice ability and the use of special geography classrooms.However,there are also certain shortcomings.For example,the effect evaluation scale for cultivating geographic practice ability through special geography classrooms cannot be designed,and it is impossible to evaluate the level of students’ geographic practice ability more objectively and concretely,which is not conducive to systematically carry out teaching activities to cultivate students’ geographic practice ability.