Research On The Application Of Film And Television Resources In High School Geography Situational Teaching

With the development of education informatization,information technology has promoted the change in geography teaching content and teaching mode.Due to the large spatial and temporal span of geography subject knowledge and its comprehensive,regional,and practical nature,some students suffer from a lack of interest and insufficient motivation in learning geography,resulting in unsatisfactory teaching results.The newly promulgated high school geography curriculum standards emphasize the creation of geography teaching contexts and the application of diverse teaching resources to the geography curriculum in the implementation of teaching.Based on reading the relevant literature to analyze the research background and current situation and to determine the research method,the significance and value of film and television resources in creating the contextual teaching of high school geography is elaborated.The theoretical foundations of teaching informatization theory,constructivist teaching theory,film and television education theory,and multiple intelligences theory are also used to provide important theoretical support for this study.The application of film and television resources to high school geography contextual teaching is not only an inevitable requirement of the new high school curriculum reform and the development of the times,but also an inevitable trend in the development of teaching informatization,and a realistic need to enhance students’ core literacy in the subject of geography.The application of film and television resources to high school geography contextual teaching has changed the traditional teaching methods and modes,reshaped the modern curriculum structure,teaching content,and teaching methods,and is in line with the subject characteristics of high school geography and the law of students’ physical and mental development,which is recognized by teachers and used in actual teaching.In terms of theory,this study helps to enrich theories of contextual teaching and promote the enrichment and development of theories of contextual teaching and film education in senior secondary geography.In terms of practice,this study is conducive to the development and use of diverse geography teaching resources,the improvement of the openness and diversity of geography teaching models,and the enhancement of the quality of the application of film and television resources in geography courses;it helps to promote the reform of geography curriculum content and optimize the teaching process and teaching effects in geography classrooms.By analyzing the classification,characteristics,and functions of film and television resources,they can be classified as film,news,documentary,animation,short video,and other types of resources,which have different advantages and disadvantages as well as the scope of application,but generally speaking,they all have the functions of creating teaching situations,strengthening the intuitiveness of teaching,enhancing the ideological education and cultivating correct values and extending classroom teaching.In this book,we take the second year of Geography as an example and sort out the different types of video resources that can be selected and used for the reference of frontline geography teachers.Through a questionnaire survey of 520 students and interviews with 20 geography teachers in some secondary schools in Henan Province,the research was conducted to understand the application of film and television resources in the contextual teaching of high school geography from two dimensions: teachers and students.Through the summary and analysis of the results of the students’ questionnaires and teachers’ interviews,the current problems were summarized,mainly including(1)the conflict between teaching philosophy and educational practice,and the teachers’ weak ability to operate the software;(2)the lack of integration of resources,and the slow construction of the film and television resource library;(3)the "formalism" of context creation,and the fragmentation of the context;(4)the low level of students’ interactive participation,and the ineffectiveness of teaching.In response to the above problems,the following principles and optimization strategies are proposed for the application of film and television resources in the construction of high school geography teaching contexts.The principles include scientific and contemporary,geographic and generative,inspirational and progressive,and literacy and emotionality;the optimization strategies mainly include(1)enhancing the information literacy of geography teachers and consolidating the foundation of teaching skills;(2)clarifying teaching objectives and carefully selecting film and television resources;(3)expanding collection channels and updating resources on a regular basis;(4)relying on hierarchical problem chains and constructing systematic contexts;(5)using teaching methods together to enhance the effectiveness of classroom teaching;(6)insisting on inspiring teaching and implementing literacy generation.In addition,to enhance the practicality of the theory and guide the practical reform,based on the above application principles and optimization strategies,a teaching case of using film and television resources to build a contextual teaching of high school geography is carefully designed,and the teaching objectives,teaching methods,and teaching processes are systematically designed as a whole.The innovation of this study lies in analyzing the current situation,problems,and optimization strategies of the application of film and television resources from the perspective of improving the contextual teaching model.This study is dedicated to innovative exploration in terms of novelty of research angles,scientificity of research methods,and relevance of action strategies to reveal the real status quo and problems,put forward feasible reform suggestions,and provide referenceable materials for the reform and innovation of the contextual teaching mode of high school geography.