Research On The Application Of Mainline Situational Teaching Method In High School Geography Unit Teaching

The GCSE Geography Curriculum Standards(2017 Edition Revised 2020)emphasise that "the broad concepts of the subject are central to structuring the content of the curriculum;the themes lead the way and contextualise the content of the curriculum." This provides a viable pathway for the majority of high school geography teachers to develop core literacy as a whole.Unit teaching is concerned with the holistic nature of teaching,which is conducive to overcoming the drawbacks of fragmentation and isolation of traditional classroom teaching,but in practice unit teaching faces problems such as the difficulty of orderly integration and articulation of the content of each part of the unit.The mainline contextual teaching method has the characteristics of integration and authenticity.Using it to carry out geography units not only strengthens the connection between geography classroom teaching and students’ real life and promotes the cultivation of students’ core literacy,but also helps to overcome the difficulties in integrating and linking the contents of the units and improve the effectiveness of the units.However,at present,there are numerous challenges in how to make better use of the mainline contextual approach to teaching geography units in practice.Based on the definition of related concepts and the analysis of the advantages of mainline situational teaching method applied to unit teaching,this paper combined with the existing research,questionnaire survey and interview,carried out the design and implementation of mainline situational unit teaching cases.On the basis of theory and practice,This paper puts forward the general process and strategy of using the main line situational teaching method to carry out geography unit teaching,and mainly obtains the following understandings :(1)Through questionnaires and interviews with students and geography teachers of all grades in a senior secondary school in Xinyang City,the following problems were found in current student learning of geography and in teachers’ use of the mainline contextual teaching method for teaching geography units:For students,their ability to construct and transfer geographic knowledge as a whole and apply it needs to be improved,and students’ expectations of geography teaching do not match the current situation of geography teaching.Students expect teachers to do more practical geography activities,but at present there are few relevant activities.For teachers,there is currently less understanding and practical application of the mainline contextual approach and geography unit teaching;however,most teachers have a positive attitude towards it,and some of those who have carried out related teaching have reaped good teaching results,while teachers think that if the mainline contextual approach is used to carry out geography unit teaching,there may be difficulties in the screening of mainline contexts,the integration of unit contents,and the organisation and articulation of the contents of different modules of the unit.(2)Based on the research of main line situational teaching method and unit teaching,as well as the results of questionnaire and interview,the main line situational unit teaching case design and implementation are carried out.The case takes Xinyang Maojian,a specialty of students’ hometown,as the main context,and carries out the main context unit teaching.The contextual line created around the main context of Xinyang Maojian and the problem line composed of several questions link the teaching content related to agriculture and industrial areas,which is conducive to students’ overall grasp of knowledge and independent construction,and at the same time carried out social investigation activities and poster design selection activities on the development of Xinyang Maojian industry,and created a similar context at the end of the teaching period using questions from the entrance examination to help students transfer their knowledge in time for application.After the teaching of the mainline contextual unit,we have reflected on the strengths and weaknesses of the teaching of the mainline contextual unit and proposed strategies for improvement,taking into account the comments of the teachers and feedback from the students.(3)In response to the problems identified in the survey,corresponding strategies were proposed and organised according to the different teaching stages.The first stage is the preparation stage.Firstly,it proposes a strategy for the selection of mainline contexts,which should be selected from different types of mainline contexts according to certain criteria;secondly,it proposes a strategy for the integration of unit content,which can be based on the mainline contexts,students’ interests and a certain teaching logic;finally,it proposes a strategy for the formulation of teaching objectives for mainline contexts,which should be combined with the curriculum standards and set multi-level teaching objectives from the students’ cognitive rules.The second stage is the teaching and learning implementation stage.Firstly,it is proposed that the content of each module of the unit can be organised and articulated using both contextual main lines and explicit lines of questions;secondly,it is proposed that strategies for carrying out geography teaching activities should be developed.Teachers should carry out higher-order learning activities that require the participation of multiple senses on the premise of following the law of students’ cognitive development;at the same time,students should be guided to transfer and apply their knowledge in a timely manner.Finally,it is proposed that teachers should assess students in multiple ways based on the teaching process;they should pay attention to both the diversity of assessment methods and the diversity of assessment subjects,and they should make developmental and motivational assessments of students.The third stage is the teaching reflection stage,which proposes that self-reflection on teaching should be carried out in conjunction with teacher evaluation and student feedback to improve on any shortcomings,so as to continuously improve the teaching of the mainline contextual unit.The innovation of this paper lies in integrating the main line situational teaching method into high school geography unit teaching,which provides a new idea for teachers to carry out relevant teaching.Main line situational unit teaching is an effective teaching mode which conforms to the requirements of the new curriculum standard and is conducive to the cultivation of students’ core literacy.Based on theory and practice,this paper defines the process of teaching design of main line situational unit and puts forward the corresponding teaching strategies,in order to provide reference for front-line geography teachers.