Research On Geography Classroom Teaching Strategies Under The New College Entrance Examination Model In Liaonin

In 2021,the new college entrance examination reform plan will be officially implemented in Liaoning Province.Under the new background,teaching will inevitably be affected.The new era emphasizes the cultivation of morality and the development of students’ core literacy.The reform of college entrance examination teaching in Liaoning Province also marks that Liaoning Province has entered a new stage.After the reform of the new college entrance examination,students can choose12 examination subjects under the 3+1+2 subject selection mode,This is bound to have a significant impact on the subject status of high school geography,classroom teaching organization and teaching methods,as well as the allocation of school teaching resources,bringing a series of school management challenges and teaching organization challenges.In order to meet the learning needs of students,many schools make more flexible use of the current teaching resources,improve the efficiency of students’ learning,and implement the "shift system".This change will also bring some new problems to students’ learning and classroom teaching organization.This paper takes the geographical teaching strategy exploration under the background of Liaoning New College Entrance Examination as the research topic.Through the questionnaire survey method and teaching interview method,we understand the systematic impact of Liaoning New College Entrance Examination reform on geographical teaching,analyze the current problems in teaching,so as to understand the feedback of students,propose targeted countermeasures,change the current organization of high school geography teaching,and finally verify the new model with specific teaching cases,The necessity of new teaching.This paper consists of five parts.The first part is the introduction,which describes the background and significance of the topic of this study.Referring to the foreign "scoring system" and the research status of the first and second batch of provinces in the reform of the college entrance examination,it determines the research content,research methods and research routes;Summarize previous research results,find problems,put forward problems,and point out the value of research.The second part combines the implementation of the college entrance examination teaching reform in Liaoning Province,summarizes the questions,lays the data foundation,and explores the impact of the "3+1+2" model on the geography teacher reserve,teaching arrangements,etc.in the form of questionnaires.The third part is about the new geography groups and such as "materialized land" and "historical and political land" produced under the background of the new college entrance examination.Under the different discipline collocation,the discipline relevance is different,and the students’ thinking mode is also different.Therefore,different teaching strategies should be adopted.The fourth part starts with actual cases.Different combinations of "materialized land" and "historical and political land" adopt the same course with different structures.After class,they explore the teaching of combined classes,analyze the specific ways of geography classroom organization in the context of the new college entrance examination,and provide effective suggestions for teaching.The fifth part is the research conclusion.Influenced by the new college entrance examination model,the subjects matching with geography have changed,and the relevance of subjects has also changed.Different teaching strategies are adopted for different combinations,and teaching is conducted in combination with other selected subjects to achieve "linkage" of knowledge.The reform of the new college entrance examination in Liaoning has just started.The students of 2018 are the first batch of students to participate in the new college entrance examination,and the teaching classes are "land+political history" and "land+materialization".The students’ thinking styles are quite different,which is quite distinct.Therefore,finding appropriate teaching strategies will help to some extent in the future education and teaching of students.The key and difficult point of this study is that the current sophomore students are the first batch of students in Liaoning Province to accept the reform of the new college entrance examination model in Liaoning Province.When choosing subjects,students have no reference to the college entrance examination over the years and are relatively free to choose subjects,so they rarely consider the relationship between subjects when choosing subject combinations.Students can choose from the six combinations of geography.However,under different combinations,students’ thinking styles vary greatly.In particular,the combination of "materialized land" and "historical and political land",the same geographical knowledge,the students’ concerns and memory methods are different.As for geography,as the content difficulty increases,to the regional geography part,"partial text" students and "partial reason" students have different entry points in memory.As a guide,we should adjust the geography classroom according to the students’ learning methods,This requires making different teaching plans according to the students’ conditions,so that students can better adapt to the new college entrance examination model.Through research data and classroom practice,it can be seen that under the subject selection mode,different combinations of geography subjects will change the degree of discipline relevance.For this problem,we should formulate appropriate teaching strategies for students with different combinations,cultivate students’ ability to explore,analyze and solve problems,and promote the formation of students’ logical thinking.When designing classroom links,we should combine other subjects selected by students and consider the relevance of disciplines to better serve the geography classroom in the context of the new college entrance examination.