A Case Study On The Use Of Campus Resources To Cultivate Geographical Practice

In the newly officially released and fully implemented "General High School Geography Curriculum Standards(2017 Edition)",the core comprehensive cultural literacy of professional applied disciplines is regarded as the development goal of teaching and training courses.As one of the core literacies,geography practicability must be practiced and enhanced in practical activities.There are abundant resources on campus to be developed to support the development of practical geography activities and to develop practical geography skills.The key problems to be solved in this paper are: How to use the campus resources to cultivate the geographical practice ability of senior high school students.The research steps are as follows: first,starting with the literature research at home and abroad,determine the research purpose,method and technical route;second,combined with the relevant contents of geography curriculum standards in senior high school,the core concepts of "geography practical power","geography practical activities" and "campus resources" are defined and studied under the guidance of geography curriculum and teaching theory,constructivism theory and pragmatism teaching theory.Third,in the core journals of geography teaching,ten cases of classical geography practice activities are selected for analysis,and the general process of carrying out geography practice activities is summed up;fourth,based on the analysis of the New Curriculum Standard,high school geography textbooks(2019 people’s Education Edition)and life situation,56 items of practical activities can be found,of which 34 can be carried out on campus.Fifth,according to the revelation of the previous case analysis,three cases of using campus resources to cultivate geographical practice ability are designed,which are geographical investigation,investigation and experiment.Finally,the case of "observation activity of Building orientation and Lighting" is selected for implementation,and the implementation process is recorded,the effect is evaluated,optimization measures are put forward,and the enlightenment of case implementation is summarized.Through the methods of literature research,case analysis and action research,this paper makes a case study on the use of campus resources to cultivate the practical ability of geography.The main conclusions are as follows:1.The general design process of geography practice is : Select the theme;Make preparatory work according to the subject,including teaching objectives,learning investigation,grouping,task list,tool list,practice record table,student safety measures;According to the planned implementation of practical activities,teachers evaluate the students’ process performance;The activity summary,carries on the statistical analysis to the experiment or the observation,the inspection result,sums up the general conclusion,and forms the written report,the teacher carries on the evaluation to the result.2.There are 34 geographical practical activities that can be carried out on campus,such as the investigation of the utilization of campus water resources,the simulation experiment of the cause of ocean current,the observation of lunar phase and so on.3.Design and implement the case,and put forward the optimization measures to solve the problems in the implementation process: The choice of activity theme should stimulate students’ interest;For the more complex activity scheme design,it is necessary to split the task and reduce the difficulty.Find the students’ nearest development area,build "scaffolding" in time to help students complete practical activities;Establish an effective evaluation system of student activities;In the scheme design,we should not only design the geographical practice evaluation scale for teachers’ scoring,but also set up a simplified version of the evaluation scale to be sent to students for self-evaluation and mutual evaluation.In the transfer stage,open-ended questions are set for students to analyze and think,and the research topics are extended to after class.