Research On The Design Strategy Of Ill-structured Problem In High School Geography Teaching

In geography classroom teaching,the design of teaching problems is the premise and foundation of a successful class.Geography ill-structured problem has high teaching application value because its problem situation comes from real life,relates to interdisciplinary knowledge,and the solution of the problem is diverse and open,so the design of geography ill-structured problem becomes the key to the implementation of geography ill-structured problem in the classroom.Under the background that the national curriculum reform encourages the cultivation of problem-solving talents,the high school geography curriculum standard advocates problem-based teaching,and the traditional geography classroom mainly focuses on closed and well-structured problems,it is necessary to improve the ability and level of teachers’ design of geography ill-structured problems,and give play to the value of geography ill-structured problems in the middle school geography classroom teaching.This paper focuses on three issues: First,what are the similarities and differences between the ill-structured problem and the geography ill-structured problem,and how to define the geography ill-structured problem? Secondly,what is the design level and current situation of geography ill-structured problem in senior high school geography teaching? Third,how to design and implement the geography ill-structured problem in senior high school geography teaching? From this,we can deduce three parts: theoretical research,empirical research and countermeasure research.In the part of theoretical research,this paper carries out a literature review to find out the main contents and shortcomings of the current research on the geography ill-structured problem at home and abroad,and then summarizes and defines the connotation of the geography ill-structured problem and the geography ill-structured problem,and outlines the characteristics,structure,type and teaching function of the problem of geography illstructured problem.In the empirical research part,on the one hand,through the literature research method and expert consultation method,the design and evaluation index system of senior high school geography ill-structured problem,including 4 first-level indicators and 12 second-level indicators,is constructed.With the help of evaluation indicators,the collected 30 cases of geography ill-structured problem are analyzed and evaluated.On the other hand,from the preparation stage,the design stage,the implementation and the reflection stage of the design of the geography ill-structured problem,we design and distribute the questionnaire of the design status of geography ill-structured problem in senior high school.Based on the results of the investigation and analysis from two aspects,the problems in the design of geography problems in senior high schools are as follows: First,the teachers’ theoretical knowledge of problem design is insufficient;Secondly,teachers’ analysis of the design basis of the problem is not deep enough;Third,there are some misunderstandings in the creation of the situation of geography ill-structured problem;Fourth,the problem of geography ill-structured problem design is generalized,and the characteristics of ill-structured problem are not obvious;Fifth,the difficulty level of geography ill-structured problem is uneven;Sixth,the classroom penetration and teaching relevance of geography ill-structured problem are not enough;Seventh,it is difficult to cultivate and develop students’ multiple abilities and qualities;Eighth,there is a lack of in-depth and comprehensive evaluation and reflection.In the part of countermeasure research,based on the deficiencies of empirical research,the corresponding strategies for the design of geography ill-structured problem are proposed from the process of design of geography ill-structured problem--preparation,design,implementation and reflection stages.Preparation stage: pay attention to the guidance of core quality of geography discipline;Enrich the knowledge reserve of teaching problem design;Define the design basis for the problem of geographical deterioration.The strategy in the design stage : select life materials and create problem situations;According to the problem structure,design the problem of poor structure;According to the recent development zone,control the difficulty of the problem;Analyze the problem repeatedly and improve the problem expression.Implementation and reflection stage: contact the teaching process and present problems in an orderly manner;Give full play to educational wit and pay attention to curriculum generation;Summarize and reflect after class and optimize problem teaching.It is expected to provide suggestions for the design of geographical ill-structured problems and optimize the design and teaching of geographical ill-structured problems.