| In the implementation suggestion part of the geography curriculum standard for senior high school(2017 Edition),it clearly points out that we should pay attention to the problem-based teaching of geography,At the same time,geography problem-based teaching takes "problem discovery" and "problem solving" as the gist,which is of great significance to cultivate students’ ability to analyze and solve problems,and to improve students’ core quality of geography.It has increasingly become the direction of middle school geography classroom reform,and has been concerned by the academic community and the majority of educators.Therefore,it is an important topic to study the problem-based teaching of geography and explore how to improve the effectiveness of the problem-based teaching of geography.On the basis of literature research,this paper finds some shortcomings in the current geography problem-based teaching and the improvement of solo classification theory on geography problem-based teaching,and analyzes the feasibility of applying solo classification theory to geography problem-based teaching.This paper investigates the current situation of geography problem-based teaching through student questionnaire and teacher interview,and finds that:(1)the interesting,logical and exploratory aspects of problem design need to be strengthened.(2)The evaluation of students’ learning effect is lack of scientific reference,and the evaluation is not conducive to the development of students.(3)At present,it is difficult to grasp the balance between "a complete and profound understanding of the problem" and "Mastering the basic knowledge of geography".(4)The efficiency of geography problem-based teaching is not high and the implementation effect is not significant.On the basis of literature research and investigation,this paper constructs the principle and process of geography problem-based teaching under solo classification theory,designs teaching cases according to the above principles and process,and verifies that the implementation effect of geography problem-based teaching under solo classification theory is better through experimental research.The research shows that the problem-based teaching of high school geography based on solo classification theory has a more accurate grasp of the difficulty of situation design,and the problem design is more targeted,hierarchical and logical,which is more in line with students’ thinking level and cognitive logic.Finally,the paper puts forward the optimization strategy of high school geography problem-based teaching from the teacher level and the student level. |
