Research On The Cultivation Of High School Geography Man-land Coordination Concept Based On Problem Situation

The macro trend of the international development of geography courses pays more attention to the educational value of geography education.The value of educating people contains the concept of harmony between man and earth,which means that citizens who have received geographic education can understand the relationship between man and earth,understand the responsibility of individuals to the natural environment and others,and learn to live in harmony with all living things.The high school geography curriculum reform clarifies that the concept of man-land coordination is one of the four core competencies of geography.The concept of human-land coordination is the core value of geography curriculum,which runs through the whole high school geography and is the central issue of geography education.Carrying out problem guidance in situation creation and promoting students’ knowledge construction is a learning method to cultivate the core literacy of geography,and an indispensable way to cultivate and enhance the literacy of human-earth coordination.Based on the "General High School Geography Curriculum Standard(2017 Edition,2020 Revision)" as the benchmark,this paper systematically sorts out and analyzes the teaching content that contains the concept of man-land coordination in the optional compulsory course one of senior high school geography in the New People’s Education Edition.The characteristics and process of the problem situation teaching mode of the cultivation of man-land coordination concept in senior high school geography classroom teaching are studied by means of literature research,questionnaire survey and case analysis.Firstly,the literature research method is used to sort out the relevant domestic and foreign researches on the problem situation and the man-land coordination concept,and clarify the relevant core concepts and determine the theoretical basis of the research.Secondly,the current situation of cultivating students’ view of man-land coordination based on problem situation is investigated by means of questionnaire survey with high school geography teachers as research objects.Once again,it analyzes the advantages of cultivating students’ view of man-land coordination in problem situations by taking the selected teaching design of the three major geography education journals as a case.Finally,based on the questionnaire survey and case analysis,the teaching strategy is refined,and the teaching design is given by taking "the impact of mountains on traffic" as an example,and the classroom performance evaluation method is used to give feedback on the teaching effect.It has a good teaching effect and positive effect on the concept of literacy.The conclusions of this study are as follows:(1)In the implementation of the new curriculum reform concept and the cultivation of core literacy,most teachers have a certain practical foundation in cultivating students’ understanding of human-land coordination based on problem situations and believe that problem situations are effective in cultivating students’ understanding of human-land coordination.However,the importance of using problem situations to cultivate students’ human-land coordination literacy and the cultivation of students’ problem awareness still needs to be improved.(2)Through the analysis of the 12 teaching designs of the three major geography education and teaching journals that use situational teaching to cultivate students’ human-land coordination literacy,the enlightenment is:(1)Designing based on the curriculum standard is consistent with the level of cultivating the human-land coordination concept.Consistent situation(2)Pay attention to the secondary development and reuse of the content structure of the situation design in the textbook(3)Reasonably grasp the depth and breadth of teaching based on the learning situation and create an open problem situation Human-earth coordination.(3)According to the conclusion of the questionnaire survey and the enlightenment of case analysis,combined with the application principles of problem situation creation,put forward corresponding teaching strategies.Its teaching strategies are as follows:(1)Relying on the curriculum standards,create a situation that is consistent with the level of man-land coordination;(2)Appropriately develop teaching materials,and explore and supplement the problem situation materials of the relationship between man and land;(4)With the help of the problem situation,infiltrate the concept of human and land in the construction of the core literacy platform.(4)Follow the problem situation to cultivate students’ human-land coordination concept teaching strategy,develop and design the teaching case of "the impact of mountains on traffic",explain the specific implementation process of the problem situation in cultivating high school students’ human-land coordination concept literacy,and in the classroom After teaching,classroom performance evaluation was used to give feedback on teaching effect.It was found that cultivating students’ view of man-land coordination based on the problem situation achieved good teaching effect,which enabled students to understand the staged manifestations and reasons of their understanding of man-land relationship,and deepened man-land relationship.Cognition,sublime the literacy of the harmonious view of the earth,and form an attitude of respecting nature and harmonious development.Therefore,high school geography classroom teaching has a positive effect and a good promotion role in cultivating students’ view of man-land coordination in problem situations.