How to cultivate students' geographical practice ability in class

First, the basic points of cultivating geographical practice ability

The cultivation and improvement of geography practical ability is based on students' subjective needs, self-cognition and self-realization, and is obtained through a series of practical activities in geography teaching. Curriculum standards play a guiding role in geography teaching. Therefore, the cultivation of geographical practical ability must be based on curriculum standards and students' needs, so as to enhance students' geographical practical ability.

1. Based on curriculum standards

Curriculum standards are guiding documents that stipulate the nature, objectives, contents and implementation suggestions of a subject. The basic concept, objectives and implementation suggestions of the course are detailed and clear, especially the basic learning requirements for all students are put forward. The national curriculum standard is the basis of textbook compilation, teaching, evaluation and examination proposition, and also the basis of national management and evaluation of curriculum. Geography Curriculum Standard for Ordinary Senior High Schools is a programmatic document for compiling geography textbooks, guiding the teaching of geography courses in senior high schools and the proposition of college entrance examination, and also a guide for cultivating students' geographical practical ability. Therefore, the cultivation of geography practical ability must be based on the geography curriculum standard of senior high school.

As one of the concepts of geography curriculum in senior high school geography curriculum standards, the literacy of geographical practical ability permeates the requirements of cultivating geographical practical ability from the aspects of curriculum objectives, curriculum contents and implementation suggestions, that is, students can collect and process all kinds of geographical information, find and solve problems, and have scientific spirit in practical activities such as investigation, investigation and simulation experiments; Be able to independently or cooperatively design plans and plans for geographical practice activities; Be able to design different geographical practice goals and choose appropriate geographical tools [2]. The academic quality standard in the curriculum standard further divides the level of geographical practical ability into five grades, which makes the cultivation of geographical practical ability more targeted, instructive and hierarchical.

2. Based on the needs of students

Students' needs include deep-seated needs, such as the hope of success and self-expression, and shallow needs, such as the hope of easy study. From the demand itself, there are students' inherent practical development needs, that is, the areas where students develop nearby at a specific stage on the basis of their existing experience, knowledge, thinking and emotional attitude. There is also the external demand for students' ability development put forward by the overall goal of the curriculum and the curriculum standards. The main body of cultivating geographical practical ability is students. Therefore, the cultivation of geographical practical ability must follow the needs of students.

The cultivation of geography practical ability should start from students' interests. Confucius said, "Knowing is not as good as being kind, and being kind is not as good as being happy." Students are interested in learning, experience the fun of practical activities, turn passivity into initiative, and better cultivate their geographical practical ability through practical activities. Therefore, the cultivation of geographical practical ability should start from students' interests. At the same time, we should also pay attention to the age characteristics of students in the cultivation of geographical practical ability. Students in senior high school have reached a higher level of development than those in junior high school. First, the purpose and systematicness are enhanced, and the observation ability is greatly improved and tends to be accurate; Second, attention is more stable and thinking shows a higher degree of abstraction. The design and implementation of geographical practice activities should follow the age characteristics of students and reflect flexibility and elasticity. Let students feel the experience in real situations, guide students to observe, act and think from a geographical perspective, upgrade perceptual knowledge to rational knowledge, and enhance students' social practice ability and sense of responsibility.

Second, the combination of geographical practice ability training

The cultivation of geography practical ability is not only based on curriculum standards and students' needs, but also needs more realistic situations, so that students can use what they have learned to operate, observe, explore and experiment, and lead them into nature and experience social life. Building a practical platform by fully combining the resources inside and outside the school is an important combination point for cultivating students' geographical practical ability.

1. Fully integrate campus resources.

According to the spatial distribution of curriculum resources, it can be divided into on-campus resources and off-campus resources. School geography resources refer to resources that can be used in school geography courses, including teaching materials, facilities, geography teachers and students. The school's rich and diverse geographical resources provide sufficient conditions for cultivating students' geographical practice ability. We should fully explore the practical activities in geography textbooks, such as simulation experiments, teaching aid production, meteorological observation and weather forecast, astronomical observation, etc.

In the process of implementing indoor courses, students' geographical practice ability can be improved by means of instrument demonstration and audio-visual images. For example, when teaching "alternation of day and night and time difference", video demonstration or globe demonstration will not only help students master geographical knowledge, but also improve their geographical observation ability. Through the school geography laboratory and geography activity room, making full use of relevant equipment can also cultivate students' operational ability. For example, "simulating the formation process of thermal cycle" integrates textbooks on the basis of drawing lessons from the advantages of various versions of textbooks and constructs basic simulation experiments for students. Making full use of geographical sites such as geographical parks or the natural environment of schools can also cultivate students' geographical practice ability. For example, observing natural or human geographical models in geographical parks in combination with weather stations will not only help improve students' geographical observation ability, but also help improve students' ability to explore problems.

2. Actively combine off-campus resources.

Off-campus resources are resources that can be used for geography courses outside school, including research institutions, museums, exhibition halls, science and technology museums, observatories, relevant government departments, factories, rural areas and other social resources and rich natural resources [3]. Rich and diverse off-campus resources provide a broad platform for students' practical activities such as geographical observation, investigation and investigation, and are an effective way to cultivate students' practical ability.

Visit museums, planning museums, science and technology museums and research institutions, such as Chongqing Natural Museum, in spare time to enrich students' geographical knowledge and promote their observation ability through venues such as "landscape city", "mystery of the earth" and "ecological home". The use of national geological parks and local natural or human resources for students to visit and study, such as Chongqing Wulong Karst National Geopark and Yunyang Longgang National Geopark, can make up for the lack of practice space in schools, promote students to experience learning, expand their thinking and enhance their ability. Take advantage of opportunities to visit and study in industrial parks, agricultural parks and science parks. And guide students to act independently, think positively and recognize independently in real situations. For example, when studying "industrial location selection", you can go to the factory near the school for field trips to enhance students' social practical experience. Students sublimate the perceptual knowledge gained in practice into rational knowledge, and then transform it into the ability needed for personal development, laying the foundation for lifelong development.

Third, the foothold of cultivating geographical practical ability.

The cultivation of geographical practical ability should not only fully combine the curriculum resources inside and outside the school, but also be implemented in the promotion of geographical field investigation, geographical social investigation, geographical simulation experiment and other abilities.

1. Improve the ability of geographical field investigation.

Geographical field investigation mainly refers to students' direct observation of geographical environment and its components, which generally includes special observation of natural geographical elements such as geology, geomorphology and meteorological phenology and comprehensive observation of regional natural geographical environment; It also includes the comprehensive observation of human geographical elements such as agriculture, industry and environment [1]. Through geographical field investigation, students' geographical observation ability can be improved, and students' awareness and ability to obtain geographical information can be cultivated. For example, students can use geographic information technology, such as remote sensing images and other geographic tools, to observe, identify, describe and explain natural elements such as landforms and soils and related phenomena. Be able to observe and compare the characteristics of different regions and master the methods of summarizing regional characteristics; Can observe, measure and analyze the basic form of geology and geomorphology in the field and infer its formation process.

2. Improve the ability of social investigation

"Society is school" mentioned by Mr. Tao Xingzhi highlights the close relationship between geography teaching and social life. Social investigation is an activity of direct, planned, comprehensive and systematic understanding and in-depth analysis and research on the geographical environment of a school or a specific area and the relationship between people and the geographical environment through interviews, interviews, access to information and surveys. Social investigation ability is an important part of geographical practice ability. For example, in the survey of "migrants in the Three Gorges reservoir area", students independently and cooperatively design schemes, search for local statistical information and development plans, and then participate in the survey, briefly explain related problems and reasons, and reasonably put forward feasible strategies. After the investigation, write the investigation report and exchange evaluation.

3. Improve the ability of geographical simulation experiment

Geographical simulation experiment is a method to obtain and verify geographical knowledge by using certain experimental equipment and equipment to artificially display geographical things and phenomena to be studied and their changing processes, which is very intuitive, exploratory and practical. The improvement of students' geographical experiment ability is reflected in the ability to design, implement and explain geographical simulation experiments; Can solve the related problems in the geography examination questions of the college entrance examination. For example, the simulation experiment "Simulating the Formation of the piedmont diluvial fan", under the guidance of teachers, students experiment independently, using experimental materials such as white paper and fine sand to simulate. Through hands-on operation, students can not only understand scientific truth and obtain geographical knowledge, but also analyze and solve problems, promote the improvement of cognition and emotion, and develop geographical practice.