Geographic research study report

I. Proposal of the topic
1. Definition of concept From the meaning of research learning, there can be two broad and narrow definitions. In a broad sense, it refers to the study of students' inquiry problems, which is a learning method, an educational concept or strategy. It can be infiltrated into all the subjects and activities of the students, mainly the research-based learning methods, and of course the special research activities within the disciplines. In a narrow sense, it is a special research activity, which means that under the guidance of teachers, students choose and determine research topics from their own lives and social life, and actively acquire knowledge, apply knowledge, and solve problems in a way similar to scientific research. Learning activities. Both the research study in the subject teaching and the research study course are designed to change the learning style by simply accepting the teacher-transferred knowledge, and construct an open learning environment for the students. From the perspective of the objectives and characteristics of research learning, the research-based learning and research-based learning courses in the subject teaching are basically the same. Therefore, the “research study” mentioned in this topic covers the above two items.
2. Research background and problem solving Geography has comprehensive and regional characteristics, which is a very interesting, practical and practical subject for students. Because traditional teaching mainly adopts indoctrinated teaching methods, there are few opportunities for students to practice and explore. Passive learning makes students lose interest and confidence in geography, let alone cultivate students' ability and innovative spirit to solve geographical problems. In this case, we carry out research-based learning in high school geography teaching, which is very beneficial to mobilize students' enthusiasm and initiative in learning geography, and is conducive to cultivating students' innovative spirit and geographical practice ability.
3. The value and significance of the research: The two disciplines of geography and interdisciplinary sciences cover a wide range of knowledge and practicality. Especially human geography involves many fields of economic development, such as industry, agriculture, transportation, commerce, tourism, culture, etc. To cultivate students' ability of independent inquiry and independent study, and lay a good foundation for students' comprehensive quality improvement and lifelong learning.
Significance: It is conducive to cultivating the social responsibility and mission of students to participate in society, serve the society, and benefit the humanity in the future. Through the students' various practical activities and exploration and learning, students should cultivate the humanistic spirit of paying attention to social reality and future development. At the same time, enhance the overall quality of teachers.
4. Current status and achievements of research at home and abroad Research-based learning is a new type of learning that has emerged in recent years. It is a new learning model for cultivating talents with innovative spirit and practical ability, and has received extensive attention worldwide. . In China, with the comprehensive promotion of the new round of basic education curriculum and textbook reform, inquiry learning featuring active exploration and construction of its own knowledge is gradually recognized by everyone as a compulsory education curriculum standard experimental geography textbook with new curriculum and textbook reform. The spirit of the guide, designed a large number of research activities. The current research study has not yet formed a complete and effective learning model, which requires us to constantly explore, continuously explore and innovate in the future practice.
5. The research objectives of the project enable students to develop from the mechanical memory, shallow understanding and simple application of the knowledge points of traditional education to the ability to comprehensively apply knowledge and solve problems, deepen students' understanding and love of geography, and comprehensively improve students. Quality lays the foundation for students to pay attention to society and serve the society in the future.
Improve teachers' awareness of reform and innovation, and adapt to the requirements of the current education system reform.
Make geography classroom teaching closely related to real life and serve the practice. Make students pay attention to social hotspots, pay attention to national construction, and pay attention to the development of hometown.
Second, the method of subject research Experimental method, field survey method, questionnaire survey method, online query method 3, the process of subject research The first stage: preparation stage learning theory: extensively collect and learn relevant information on research learning, improve teachers Understanding of research-based learning, changing concepts, and improving the quality of teachers' research.
Design plan; one or two meetings a month to jointly study the implementation of the topic, learn relevant theoretical knowledge, exchange learning experiences, clarify the division of labor, take the responsibility, take into account the actual situation of high school teaching, given the current research The exploratory stage of learning is first tested in the first and second grades. High school teachers are actively involved.
The second stage: the implementation stage of the article by finishing;

Specific tasks:
1. Excavate and compile the materials and information about research-based learning in the textbooks of geography;
2. Organize relevant teachers to conduct research study seminars and write teaching plans for conducting research-based learning in geography teaching;
3. Write research study papers, experience, and students to do research-based learning.
4. Write an evaluation report on the implementation of research study in the geography class.
The third stage: the summary stage will comprehensively summarize the topics in the form of meetings, form results, and apply for acceptance. IV. Research results
1. Organizing and forming the high school geography textbook research learning materials and information by Qu Xiuli, Yang Guiling, Che Ying, Wang Wei, Yu Xiaokun, Leng Tianya, Yang Rui teacher, etc., respectively, collected the first unit of high school geography, the second Research learning materials and information for units, third units, fourth units, fifth units, sixth units, seventh units, and eighth units.
2. Organizing and forming student research study operations.
The research-based learning assignments of students were collected and organized by Teacher Wang.
3. Organizing various research reports and papers. The director of the research group, Qu Qiumi, wrote a research-based study report. Yu Xiaokun and Leng Tianya wrote the research on the role of teachers in the research activities of geography in middle school. paper.
4. Organizing and forming a research-based learning lesson. Teacher Wang Wei went to the Geographical Research Learning Reporting Class – “Dandong Seven-Day Tour” to organize students to conduct a geo-research study debate on whether global warming is related to human activities. And wrote a research study lesson plan. Explore and explore the teaching mode of research learning in classroom teaching.
5. Organizing and forming the research papers for students' research studies.
6. The record of the regular meeting of the research group was organized and formed by Teacher Yang Guiling.
V. Conclusions of the research The exploration and practice of research-based learning in high school geography teaching has improved teachers' awareness of reform and innovation, developed students' ability to comprehensively use knowledge and solve problems, and deepen students' understanding and love of geography. To improve the overall quality of students and lay the foundation for students to pay attention to society and serve the society in the future.
Sixth, the subject research reference material "high school geography research learning" editor Zhou Yixin Longmen Bookstore published in January 2003