| The geography curriculum standards for ordinary high school(2017 edition)proposes that the content of senior high school geography curriculum reflects the essence of geography and reflects the basic ideas and methods of geography.In the regional cognition module,it is particularly emphasized that the geographical environment of human existence is diverse,and it is the basic method for people to understand the complexity of the geographical environment by dividing it into different scales and different types of regions for cognition.Under the guidance of the return of classic geography ideas and the advocacy of new curriculum standards,the teaching of scale thought is increasingly widely recognized by geography teachers.Scale thought is one of the classic ideas of geography,but there is still a certain gap between the reflection of the scale thought and the situation in the current high school geography teaching.In order to optimize the effect of class teaching,improve the teaching efficiency of teachers,and implement the cultivation of core literacy.This paper is carried out with literature research method,text analysis method,classroom observation method and questionnaire survey method as the main research methods.Firstly,based on the research background and research significance,combined with the results and progress of relevant international and domestic research,determine valuable research directions,practical research methods and technical routes;Secondly,it expounds the core concepts and theoretical basis of the research on geographic thought,scale and scale thought.Thirdly,analyze the curriculum standards and the content points that reflect the scale thinking in the compulsory 1 of high school geography in the People’s Education Edition.Based on the research results of scale thought teaching,establish the setting of goals.There are four classroom observation dimensions: the way of presenting the goal,the way of designing the activity,and the way of teaching evaluation.Through the observation of 30 lessons that reflect the idea of scale teaching,combined with the questionnaire survey of front-line geography teachers,qualitative analysis and quantitative analysis are used to explain the geography classroom teaching in senior one.The actual situation and existing problems of the scale thought are reflected in the middle.Fourthly,the corresponding optimization strategies are proposed for the problems and shortcomings.Finally,the research conclusions and innovations of the full text are summarized,and the remaining problems in the research are viewed from the perspective of development.Through the on-site lectures and the observation of the lesson videos,it is found that the overall situation of the compulsory 1 textbook and classroom teaching reflecting the use of scale thought is not ideal.(1)Most teachers can determine the teaching goals of the scale according to the requirements of the curriculum standard,but the teachers’ analysis level of the implicit scale thought content in the textbook needs to be improved.(2)There are various types of situations,but there is a lack of reproduction and advancement of scale situations.(3)The main teaching methods are teaching method and the graphic method,the application of modern teaching methods is lacking,and the logic of the scale problem chain is not complete.(4)The form of homework is mainly exercises,and the design of exercises focuses on the scale division thought,scale effect thought and scale association thought to promote knowledge transfer.Based on the analysis of current situation,combined with the existing research results on the teaching of geographical and scale thought,this paper finally puts forward the strategies for reflecting scale thought in teaching from four aspects:(1)Strengthen theoretical learning and improve professional quality.(2)Create situations with corresponding scales,focusing on situation reproduction and advancement.(3)Use Geographic Information System to help the present of scale thought.Set up different types of problem chains according to the scale thought.(4)Enrich scale evaluation methods and design multi-scale exercises.The main conclusions of this paper are as follows:(1)The overall situation of scale thought in senior high school geography teaching is not ideal,and teachers’ cognition of scale-related concepts and the status quo of professional quality are the main factors affecting scale thought teaching;(2)Propose teaching strategies to implement the scale thought.The innovation of this paper lies in the innovation of research methods and perspectives.In terms of research methods,classroom observation method and questionnaire survey method complement each other to form a more objective and true understanding of the current situation;in terms of research perspective,focus on the research hotspots in the field of geography and geography teaching in recent years,and take scale thought as the research object.It has certain novelty,cutting-edge and applicability,and provides more targeted and logical strategic support for front-line geography teachers. |
