Research On The Application Of High School Human Geography Learning Guide Plan Based On Core Literacy

The "General High School Geography Curriculum Standards(2017 Edition,2020 Revision)" clearly states that the main training objectives for high school students are to improve their comprehensive qualities,cultivate their core geographic literacy,and develop their abilities for independent development,communication,and cooperation.At the same time,Henan Province will officially join the new college entrance examination in 2025 with the keywords of "subject selection planning,course selection and grading".In this context,frontline geography teachers urgently need to transform the traditional classroom teaching mode,pay attention to students’ classroom subject status,cultivate students’ core geography literacy,and create an efficient geography classroom.The teaching mode based on the learning guidance case skillfully combines the "guidance" of teachers and the "learning" of students,and promotes students to learn active learning.While improving students’ learning enthusiasm,it also implements the cultivation of geographical core literacy,which meets the requirements of the new era for geographical teaching.As one of the important contents of high school geography,humanistic geography urgently needs to revitalize the classroom with the help of the guided learning case teaching model in the new context.Under the guidance of constructivist learning theory,meaningful learning theory,humanistic learning theory,and recent development zone theory,the paper adopts literature research,questionnaire survey,and interview methods to study the application of high school humanistic geography guidance cases.By reading relevant literature,the current research status of the geography guidance case at home and abroad was sorted out,and the relevant core concepts and theoretical foundations were defined.Under the guidance of theory,a questionnaire and interview outline were developed to conduct a survey on the current situation of the application of humanistic geography guidance plans for teachers and students at X School in Runan County,Y School in Pingyu County,and Z School in Zhumadian City,Henan Province.The research conclusion is as follows: the guidance plan can reduce the burden on teachers and students,enhance students’ interest in learning geography,improve their ability to transfer and apply knowledge,and promote the efficient development of geography classrooms.However,there are also the following problems:(1)The source of materials for the preparation of guidance plans is not abundant,and most teachers choose college entrance examination questions as cases,leading to the phenomenon of "practice oriented" guidance plans.(2)The content of the guidance plan is detached from the actual life of students,which is not conducive to their learning of "useful geography for daily life".(3)The design of the inquiry questions in the guidance case lacks hierarchy and exploratory nature,which is not conducive to guiding students to deeply think about geographical issues and cannot take into account students of different levels.(4)The implementation of the guidance plan is just a formality,the pre class preview stage lacks guidance on students’ learning methods,the classroom exploration stage has unreasonable student grouping,and the post class supervision and evaluation mechanism is not perfect,resulting in low classroom learning efficiency.In response to the existing problems in the current investigation,this article proposes strategies for the application of guidance cases:(1)Combining the characteristics of human geography,broaden the source of materials for guidance cases.Teachers can use geographic websites to access internet resources(such as geographic data,documentaries,news,etc.);use geographic information technology(Google Earth,Baidu Maps,etc.)to obtain rich maps and case resources;enrich the source of materials through the adaptation of college entrance examination questions and the exploration of life cases(such as local geography).(2)Seize the essence of "guidance" and "learning",and optimize content design.The teaching objectives should be written according to the students’ actual situation,and they should be expressed as accurately as possible from the first person perspective with action verbs;we should pay attention to the hierarchical and guiding nature of exploring problems,enhance students’ interest in learning,and meet the learning needs of students at different levels;to enrich the use of geographical tools such as maps and tables,and to showcase geographical knowledge to students in a form that combines graphics and text.(3)Pay attention to the main position of students and improve the use of learning guides.In the pre class preparation stage,it is necessary to prepare for the class based on the students’ learning situation,pay attention to guiding students in learning methods,and distribute guidance plans in advance to ensure the effectiveness of students’ preview;in the classroom exploration stage,students should be grouped reasonably,the exploration time should be controlled well,and attention should be paid to the creation of situations;after class reflection and consolidation should be implemented,and timely feedback on the completion of students’ guidance plans should be checked to provide targeted guidance to students.(4)Pay attention to the learning effectiveness of students and improve the evaluation mechanism of learning guidance plans.Adopting diversified evaluation methods(teacher,teacher,student,group evaluation,etc.)to evaluate students’ learning process from different perspectives(classroom performance,cooperative division of labor,communication and discussion,transfer application,etc.);evaluate the effectiveness of students’ learning in different stages(preview,exploration,and reflection stages).Through the preparation and optimization of the "Agricultural Location Factors and Their Changes" guide case,the following issues that need attention are summarized:(1)The design of learning objectives should be based on the students’ learning situation,clarify behavioral verbs and conditions,and use concise words.(2)There should be guidance on students’ learning methods,indicating the direction of inquiry learning for students.(3)Problem design should be exploratory and hierarchical,taking care of students at different levels.(4)Pay attention to the production of after-class reflective evaluation forms to facilitate feedback on students’ learning effects and enhance their sense of self identity.This study aims to provide new ideas for high school humanistic geography teaching,optimize teachers’ teaching methods and students’ methods of learning geography,attach importance to students’ classroom subjectivity,implement the cultivation of students’ core geography literacy,and provide actionable suggestions for front-line geography teachers to use learning guides for teaching.