The Creation And Application Of Lif Problem Situation Of Teaching In High School Geography

Geography Curriculum Standards for Ordinary Senior High Schools(2017 Edition)(revised in 2020)clearly points out that the cultivation of geographic core literacy is the base of high school geography classes,and emphasizes the cultivation of students’ geographic core literacy through life situations.On the basis of brief analysis of the domestic and foreign status quo,the paper uses literature research method,questionnaire survey method,classroom observation method,analytical induction method and other research methods,based on the theory of geography teaching,and the theory of constructivism,situated cognition theory foundation,of “problem situation” and “life problem situation teaching” concept is defined.Through the questionnaire survey and classroom observation,the problems of teachers in the creation and application of life-type problems teaching situation are put forward.Therefore,taking "Rocky desertification in Qianxinan " and "Transformation and Development of Jiaozuo " as cases,and combining with the contents of the teaching materials "Comprehensive management of ecologically fragile areas" and "Transformation and development of resource-exhausted cities",this paper carries out the design of geography situation creation and application teaching cases and the effect analysis of teaching practice.The research results can provide theoretical and practical reference for high school teachers to create and apply problem situations.The main conclusions are as follows:(1)Through the investigation of Fuzhou part of high school geography teachers and Minhou S middle school students about "the present of teaching situation creation of life-releated problems",it is found that geography teacher’s are supportive of teaching situation creation of life-related problems,and various factors will be taken into account when creating the situation.However,there are also some deficiencies in the cteation and application of teaching situations for some teachers’ life problems,which are mainly reflected in: The systematic learning degree of the theory of teaching situation creation of life problems is not enough,the material resources of teaching situation of life problems are insufficient,the form and opportunity of introducing teaching situation of life problems need to be considered,the independent thinking degree of teaching situationcreation of life problems is not enough,and the problem design ability needs to be strengthened;In the application of situational teaching,there are also some problems,such as not taking students as the main body so that the teaching time is too long,not considering to let students preview knowledge in advance,spending too much class time on some non-key content in teaching,and ignoring or not paying attention to the guidance of situational thinking and the evaluation of thinking logic structure of students’ life problems.(2)In view of the above problems,the principles of setting up teaching situation of life problems are put forward from aspects of life,inspiration,hierarchy,authenticity,times and science.From the combination of subjectivity and dominance,transference,emotion and other aspects of life problems teaching situation application principles.From the aspects of improving the quality of life problems teaching situation creation,this paper puts forward some countermeasures,such as strengthening theoretical learning,improving the ability of creating situation,enriching teaching material resources,clarifying teaching objectives,standardizing problem design,creating rich geography life problems teaching situation and enhancing students’ learning initiative.In view of the problems in the application of life-related teaching situations,it is summarized and put forward that teachers should fully reflect the main role of students,attach importance to the evaluation of students’ thinking structure,and let students participate in the creation of life-related teaching situations.Students should strengthen double-base training to consolidate knowledge base,change learning attitude,adapt to teachers’ teaching methods,pay attention to geographical phenomena around them,improve the awareness of problem exploration and other optimization strategies.(3)Selecting geographic selectivity for high schools are the Optional Compulsory Course 2 of the People’s Education second chapter "the comprehensive treatment of ecological fragile zone" in the second quarter and the third quarter,the transformation of resource-exhausted cities to develop the teaching content,with "qianxinan rocky desertification" respectively "jiaozuo transformation development" as an example,the life type of problem teaching situation creation and application of teaching case design,the effect of its implementation is evaluated and reflected on teaching.