How to cultivate students’ geographical practical ability based on practical activities

1. Basic points for cultivating geographical practical ability

The cultivation and improvement of geographical practical ability is based on students’ subjective needs, self-awareness and self-realization needs, and through geography teaching Acquired from a series of practical activities, the curriculum standards have a guiding role in geography course teaching. Therefore, the cultivation of geographical practical ability must be based on curriculum standards and student needs to enhance students' geographical practical ability.

1. Based on curriculum standards

Curriculum standards are teaching guidance documents that stipulate the nature of the curriculum, curriculum objectives, content objectives, and implementation suggestions for a certain subject. The basics of its curriculum The concepts, course objectives, course implementation suggestions, etc. are elaborated and clearly stated, especially the basic learning requirements for all students. National curriculum standards are the basis for textbook compilation, teaching, assessment and examination propositions, and are also the basis for national curriculum management and evaluation. The general high school geography curriculum standards are a programmatic document for compiling high school geography textbooks, guiding high school geography course teaching and college entrance examination propositions, and are also a guide for cultivating students' geographical practical ability. Therefore, the cultivation of geographical practical ability must be based on high school geography curriculum standards.

The high school geography curriculum standards include geographical practical ability literacy as one of the geography curriculum concepts, and permeate the geographical practical ability training requirements from many aspects such as course objectives, course content, implementation suggestions, etc., that is, during inspections, In practical activities such as surveys and simulation experiments, students can collect and process various geographical information, discover and solve problems, and have a scientific spirit; they can design plans and plans for geographical practice activities independently or cooperatively; they can design different goals for geographical practice activities, and Choose and use appropriate geographic tools[2]. The academic quality standards in the curriculum standards further divide the subject literacy level of geographical practical ability into five levels, so that the cultivation of geographical practical ability can be more targeted, instructive and hierarchical.

2. Based on student needs

Student needs include deep-level needs such as the need to succeed and the need to express themselves, as well as shallow-level needs such as the need to learn easily. From the perspective of the demand itself, there are students' intrinsic actual development needs, that is, the student's zone of proximal development based on existing experience, knowledge, thinking, and emotional attitudes at a specific stage. There are also external demands for students' ability development due to the overall curriculum goals and 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 geographical practical ability should start from students’ interests. Confucius said: "Those who know well are not as good as those who are good at it, and those who are good at it are not as good as those who enjoy it." Only when students are interested in learning, experience the fun of practical activities, and change from passive to active can they better cultivate geographical practical ability through practical activities. . Therefore, the cultivation of geographical practical ability should start from students’ interests. At the same time, when cultivating geographical practical ability, attention should also be paid to the age characteristics of students. Students in high school have reached a higher level of development than those in junior high school. First, the purpose and systematicity of perception are enhanced, and the observation ability is greatly improved and tends to be more accurate; second, the attention is more stable, and the thinking shows a higher level of abstraction and generalization. The design and implementation of geographical practice activities should follow the age characteristics of students and reflect flexibility and flexibility. Allow students to experience in real situations, guide students to observe, act, and think from a geographical perspective, elevate perceptual knowledge to rational knowledge, and at the same time enhance students' social practice abilities and sense of responsibility.

2. The combination point of cultivating geographical practical ability

The cultivation of geographical practical ability is not only based on curriculum standards and student needs, but also requires more realistic scenarios for students to apply the knowledge they have learned. Conduct activities such as operations, observations, and exploratory experiments to lead students into nature and experience social life. Fully integrating resources inside and outside the school to build a practice platform is an important integration point for cultivating students' geographical practical ability.

1. Fully integrate on-campus resources

According to the spatial distribution of course resources, they can be divided into on-campus resources and off-campus resources. On-campus geography resources refer to resources within the school that can be used in geography courses, including on-campus teaching materials, facilities, geography teachers and students, etc. The rich and diverse geographical on-campus resources provide sufficient conditions for cultivating students’ geographical practical ability. Practical activities in geography textbooks should be fully explored, such as simulation experiments, teaching aid production, meteorological observation and weather forecasting, astronomical observation, etc.

During the implementation of indoor courses, students can use instrument demonstrations, audio-visual pictures, etc. to promote the improvement of students' geographical practical ability. For example, when teaching "Day and Night Alternation and Time Difference", video demonstrations or globe demonstrations, during this process students not only master Geographic knowledge can also help improve geographical observation skills. Through school geography laboratories and geography activity rooms, students' operational abilities can also be cultivated by making full use of relevant equipment. For example, "Simulating the Formation Process of Thermodynamic Circulation" integrates the teaching materials based on the advantages of each version of the teaching materials to build basic simulation experimental activities for students. Making full use of geographical venues such as the Geography Park or the natural environment on campus can also cultivate students' geographical practice ability, such as observing temperature and precipitation with weather stations, observing natural or human geography models in the Geography Park, etc., which not only helps to improve students' geographical observation abilities, but also It is helpful to improve problem inquiry ability.

2. Actively integrate external resources

External resources are resources outside the school that can be used in geography courses, including research institutions, museums, exhibition halls, science and technology museums, observatories, and relevant governments Departments, factories, rural areas and other social resources and abundant natural resources, etc. [3].

Off-campus resources with rich content and various forms provide students with a broad platform for practical activities such as geographical observation, investigation, and inspection, and are an effective way to cultivate students' practical ability.

Use your spare time to visit museums, planning museums, science and technology museums, and research institutions, such as the Chongqing Natural History Museum. You can visit the "Landscape City", "Secrets of the Earth", "Ecological Home" and other venues. Enrich students' geographical knowledge and promote students' observation ability. Using national geological parks and local natural or cultural resource environments for students to visit and study, such as Chongqing Wulong Karst National Geological Park and Yunyang Longgang National Geological Park, can make up for the lack of practical venues in schools and encourage students to experience learning, expand their thinking, and Improve capabilities. Take advantage of learning opportunities such as visits to industrial parks, agricultural parks, science and technology parks, etc. to guide students to act independently, think proactively, and recognize independently in real situations. For example, when studying "Industrial Location Selection", you can go to factories near the school for field trips to enhance students' social practice experience. Students sublimate the perceptual knowledge gained in practice into rational knowledge, and then transform it into the abilities required for personal development, laying the foundation for lifelong development.

3. The foothold of cultivating geographical practical ability

The cultivation of geographical practical ability should not only fully integrate the curriculum resources inside and outside the school, but also specifically implement geographical field inspections, geographical and social surveys and geographical Simulation experiments and other capabilities are being improved.

1. Improve geographical field investigation ability

Geographical field investigation mainly refers to students’ direct observation of the geographical environment and its constituent elements, which generally include geological landforms, meteorological phenology and other natural geographical elements. Special observation and comprehensive observation of the regional natural geographical environment; it also includes comprehensive observation of human geography elements such as agriculture, industry, and environment [1]. Through geographical field trips, students can improve their geographical observation skills and cultivate their awareness and ability to obtain geographical information. For example, during physical geography field trips, students can use geographical information technologies such as remote sensing images and other geographical tools to observe, identify, describe, and explain natural elements such as landforms and soils and related phenomena; they can observe and compare the characteristics of different regions and master generalizations. Methods based on regional characteristics; able to observe, measure and analyze the basic forms of geological and landforms in the field, and infer their formation processes.

2. Improve social investigation capabilities

Mr. Tao Xingzhi mentioned that "society is school", highlighting the close connection between geography teaching and social life. Social investigation is through visits and interviews Activities to carry out direct, planned, comprehensive and systematic understanding and in-depth analysis and research of the geographical environment of the school location or a specific area and the relationship between people and the geographical environment through various methods, such as reviewing information and conducting surveys. Social investigation ability is an important component of geographical practice ability. For example, in the investigation of the "Three Gorges Reservoir Area Immigration" issue, students independently and collaboratively designed plans, searched for statistical information and development plans in the area, and then participated in the investigation, briefly explained the relevant issues and causes, and proposed feasible strategies with reasonable evidence. After the investigation, write an investigation report and conduct communication and evaluation.

3. Improve geographical simulation experiment capabilities

Geographical simulation experiments use certain experimental equipment and equipment to artificially express the geographical things and geographical phenomena to be learned and their changing processes. The method to obtain and verify geographical knowledge is highly intuitive, exploratory and practical. The improvement of students' geographical experimental ability is specifically reflected in the ability to design and implement geographical simulation experiments and explain them; and the ability to solve related problems in the geography test questions of the college entrance examination. For example, in the simulation experiment "Simulating the formation of piedmont flood (alluvial) fans", students conduct independent experiments under the guidance of teachers, using experimental materials such as white paper and fine sand to conduct simulations. Through hands-on operations, students not only understand the scientific principles but also acquire geographical knowledge. , can also analyze and solve problems, promote the improvement of cognitive and emotional qualities, and develop geographical practical ability.