How to design high school geography inquiry questions
Vygotsky, a Soviet educator, put forward the idea of "the zone of proximal development", which provided avant-garde theoretical guidance for the specific setting of geographical problems. This thought holds that the teaching process must be based on the immaturity of students' psychological function, which will lead to the contradiction between the existing level and the potential level, stimulate students' desire for knowledge and enthusiasm for inquiry, and promote the transformation of teaching from the existing level to the potential level. In the specific operation, we should pay attention to the hierarchy and pertinence, properly fall into the students' "zone of recent development", form new cognitive conflicts, and urge students to expand and explore from the known field to the unknown field. It is like a good prescription, pointing out the maze for inquiry teaching activities.
Second, seek countermeasures according to the present situation.
Bound by the deep-rooted traditional teaching concept, the road of classroom exploration of "geographical problems" is still difficult. First, the ability to give questions needs to be improved. Teachers often only ask the question of "knowledge presentation", and the answers to such questions are often ready-made. As long as you "follow the map", you can get the standard answer. There is no effort to put forward novel discovery and creation questions at the junction, growth point, migration point and application point of knowledge, resulting in a large number of questions but poor quality. Second, the teaching method is simple and extensive, and "all-round questioning" is adopted. Generally, only teachers ask questions to students. Students only answer questions along the way designed by the teacher under the "temptation" of the teacher. Sometimes the questions raised by teachers are not specific, unreasonable or even ambiguous, which makes students unable to start and explore. Sometimes the timing of asking questions is not appropriate, just tinkering around the edges, but turning a blind eye to the key points, difficulties and keys. The teacher's evaluation only pays attention to the result, not to the process, and often criticizes the students' nonstandard answers, but turns a blind eye to the flashing "bright spots" and "bright spots". Third, students' thinking is rigid and lack of independent inquiry. Students rarely ask discovery questions or even creative questions from known conditions. The consciousness of discovering innovation can not be developed as it should be, and the emotional attitude and values can not be shaped and sublimated as it should be. "The road is long, Xiu Yuan, and I will go up and down." Reflecting on the present situation, the exploration of geographical problems has a long way to go, and practical countermeasures need to be put forward in order to break through the darkness and usher in the dawn.
Third, set up scientifically and determine the direction
Teachers are organizers, directors and promoters of inquiry activities, and their main task is to create conditions and provide necessary help for students to explore geographical issues. The establishment of teachers' inquiry consciousness and the improvement of inquiry ability are the keys to the success of geography inquiry teaching. Therefore, teachers should pay attention to improving their own quality, enhance the wisdom of generating questions, and strive to improve personal comprehensive qualities such as ideological quality, cultural quality and ability quality, so as to make the inquiry setting of geographical problems develop healthily in a scientific, ingenious, practical and efficient direction.
1, equality consciousness, someone in my heart. In the eyes of teachers, every student should be a fresh individual with personality, characteristics and thoughts. Teachers should establish a new view of students and fully respect them. Understand the development tendency, specialties and hobbies of each student, and understand the family situation of each student, so as to be "aware of it". Regard students as the masters of learning, pay attention to the improvement of students' subjective status, get along with students on an equal footing and be honest with each other. Protect students' curiosity and exploration behavior; Do not oppose speculation, especially speculation with certain reasons; Have a high degree of tolerance and rational treatment of students' mistakes; Respect students and let them have a real say in deciding to explore geographical issues; Don't object to laughing at students just because they ask an unrealistic or even absurd question to the teacher; Teachers act as "unknowns" and explore problems with students.
2, situational awareness, induced thinking. Teachers should establish the idea of "big education", combine current events with the objective reality of the region and the countryside, pay full attention to the development and utilization of off-campus teaching resources, form an open teaching system closely linked with the society, and broaden students' learning space. Create problem situations that can promote the practicality of students' thinking, and learning is effective only when it takes place in a meaningful background; Only in the problem situation can the conflict between old and new knowledge be caused, resulting in confusion and doubt. With questions, students can be guided to think positively, be diligent and be curious.
For example, in the teaching of "Global Distribution of Pressure Zones and Wind Zones", in the introduction stage, the author first raised the following two questions through the screen: (1) The production and use of HCFCs are mainly concentrated in the northern hemisphere, but why do a large number of ozone holes caused by HCFCs appear over Antarctica? (2) (Satellite images of China in different periods) Why do the clouds in Chinese mainland always move from west to east? The author creates excitement and stimulates students' desire to explore through the setting of daily situations. On the basis of students' thinking and full communication, teachers draw the conclusion that these phenomena are related to global atmospheric movement in time. At this point, students concentrate all their attention and quickly enter the new lesson.
3. Stimulate interest awareness and cultivate emotions. How should teachers stimulate students' interest in inquiry teaching? When setting questions, teachers can look for the combination point, growth point, migration point and application point of knowledge, so that students can explore some novel and unexpected results on these "points".
For example, in the teaching of "common weather system (1) front system and weather", after learning the front system and weather, the day is165438+10.6. The author set a question: The National Meteorological Administration predicted that "1cold air will hit Beijing around October 8 +65438+" and predicted the weather trend in Beijing in the next eight days: 65438+. The exploration of this problem makes students realize that learning geography is useful geography and geography in life. The knowledge gained has been applied, and this happiness of success encourages students to explore and try constantly.
4. There are steps to keep asking questions. Students' learning process is an inquiry process from shallow to deep, from perceptual to rational, from known to unknown, and then from new known to new unknown. The essence of problem setting is to reveal students' known and unknown from contradictions and conflicts, and pass it on to students as a kind of information to drive them to study and think. Teachers grasp the key points, difficulties, connecting points and key points of the textbook to ask questions, form a practical step-by-step problem group with close logical relationship, or establish a problem chain according to the causal progressive relationship between knowledge, so that students' thinking tentacles can touch the essence and essential relationship of things from shallow to deep in solving problems.
5. The result of dispelling doubts is creative. There is no active participation of students, no collision of students' independent thinking and communication, and no spark of innovative thinking. The cognitive law that the process of inquiry breeds innovation shows that the purpose of inquiry is not only to cultivate students' habit and ability of independent thinking and active exploration, but more importantly, to stimulate unique viewpoints, ideas and practices, thus successfully encouraging students to explore continuously. Exploratory questions often point to this goal. It strengthens innovation consciousness, encourages students to produce creative conclusions, and cultivates students' creative thinking ability and practical ability.
As one of the "windows" to embody the new curriculum concept, inquiry geography problem setting is the basis to realize efficient classroom teaching. Only when the questions are set skillfully and practically can we stimulate students' interest and attract their attention. Only in this way can we find and discover the problems existing in students' study in time; Only in this way can students be accurately guided to recall specific knowledge or information. Only by setting questions scientifically and efficiently can students be guided to carry out inquiry information activities; In order to encourage students to think at a higher level; Only in this way can the classroom management function be perfectly realized. Let's work together to make the spring of inquiry teaching colorful!