What are the four basic steps that geography should follow in research?

1. Implementing research-based learning courses is an effective way to achieve the goal of cultivating geographical ability.

The goal of research-based learning course and the goal of cultivating the ability of geography subject are both positioned under the background of promoting quality education in the new curriculum. The goal of research-based learning course is to position students' training and ability formation in a process, and determine the stage goals under the guidance of the overall goal. The new geography curriculum goal emphasizes the cultivation of geography subject ability and develops students' ability in a planned and step-by-step way. The goal orientation of the two is interrelated and unified. The integration of the two goals is to organically combine the * * * sex goal and the personality goal to form an overall teaching goal that combines science with humanities and can be integrated with emotion.

The research-based learning course is conducive to breaking the strict content system of geography, strengthening the integration of geography with other disciplines, and combining it with real life and social construction. The new geography curriculum aims to "care about the environment and development of hometown, care about the basic geographical situation of China, and enhance the feelings of loving hometown and motherland." The situation in my hometown is comprehensive. Students collect and sort out comprehensive information through the study of research-based learning courses, and establish a comprehensive understanding on the basis of integrating multidisciplinary knowledge.

The inquiry learning course makes the inquiry learning mode no longer a few principled teaching suggestions, but a specific teaching requirement. The ability of geography discipline needs students to form in the way of inquiry learning and practical activities. For example, one of the goals of ability training is to "use appropriate methods and means to express one's learning experience, views and achievements and communicate with others." Although there are cooperative learning such as group discussion and debate in classroom teaching, the time is short and it is difficult to go deep. Research-based learning advocates group cooperation to complete tasks and publicly display and exchange research results. This learning process effectively ensures the realization of the goal of geographical ability training.

Therefore, the implementation of the research-based learning course will vigorously advocate inquiry learning, increase practical activities, promote the transformation of geography learning methods, and effectively promote the realization of geography ability training goals in senior high school geography teaching.

2. Integration of research-based learning courses and geography courses.

Subject curriculum is based on indirect experience and is the main part of school curriculum. Research-based learning course is an important part of comprehensive practical activity course in the new curriculum scheme of ordinary senior high schools. The direct purpose of the two courses is different. Grasping the necessary indirect experience embodied in the subject is the direct purpose of geography curriculum, while the direct purpose of research-based learning curriculum is to gain direct experience about inquiry learning and cultivate innovative spirit and problem-solving ability. In addition, the carrier of course learning is also different. In geography course, the carrier of learning is teaching materials, while the content of inquiry learning is open, and the problem is the carrier of learning. The biggest difference between research-based learning courses and subject courses is the difference in learning methods. Geography curriculum emphasizes receptive learning, while inquiry learning allows students to explore, try, experience and learn to learn in practice.

At the same time, research-based learning curriculum and geography curriculum also have internal relations. As a way of learning, inquiry learning is not only applied to inquiry learning courses, but also to geography courses. The direct experience gained in the process of inquiry learning and the indirect experience gained in the geography course are interactive and complementary. On the one hand, geography teaching is the basis of developing research-based learning courses. Only when students master basic scientific and cultural knowledge, basic skills and basic abilities can they be handy in research-based learning. As far as knowledge is concerned, subject teaching pays more attention to the expansion and deepening of knowledge, while research-based learning pays attention to the connection and application of knowledge. In addition, inquiry learning method permeates the teaching process of geography course, and inquiry learning course can be combined with geography course teaching.

The integration of inquiry learning course and geography course is the integration of teaching methods and learning methods in the teaching process. Strengthen "research" in geography teaching and "guidance" in research-based learning, integrate teaching methods with learning methods, and strengthen the comprehensive application of heuristic, discussion, inquiry-discovery and group cooperation teaching methods in geography research-based learning courses, so that geography classroom teaching and research-based learning have a set of methods to optimize and integrate basic teaching methods and learning methods. Secondly, special research-based learning is interspersed in geography teaching, and small-scale research on geography is carried out, so that geography teaching and research-based learning can penetrate each other and optimize integration.

3. The implementation plan of the research-based learning course of geography in senior high school.

Geography inquiry learning course is a form of integration of inquiry learning course and geography teaching, that is, arranging inquiry learning course in geography teaching and carrying out inquiry learning in combination with related topics, so as to cultivate students' geographical ability and consolidate and deepen the double harvest of subject knowledge.

The research-based learning curriculum of geography in senior high school emphasizes the integration of research-based learning curriculum and geography subject curriculum, and plans and constructs the curriculum content and objectives according to the principles of distinguishing levels, from low to high, step by step and gradually improving. The basic principles are as follows:

? The course of geography inquiry learning aims at constructing an active, active and independent teaching activity. Students voluntarily sign up and use their spare time to carry out the research process.

? The course of geography inquiry learning is mainly to provide students with an opportunity to synthesize and practice classroom knowledge, rather than deliberately pursuing new knowledge outside the syllabus. The research content should be the extension and expansion of subject knowledge, which is the starting point and the destination.

? The research process of geography inquiry learning course is similar to scientific research, but not in the usual sense. It is not required that all students' research be fruitful, but it is required to stimulate and cultivate all students' innovative spirit.

? The orientation of geography inquiry learning course not only changes students' learning style, but also promotes the change of teachers' educational concept and teaching behavior. At the same time, promote students' interest in learning geography and cultivate students' geographical ability.

? In principle, the implementation of geography inquiry learning course takes one semester as a cycle. The specific implementation process is as follows:

Flowchart of the implementation of geography inquiry learning course

4. Establish the implementation mode of geography inquiry learning curriculum in senior high school with the cultivation of geography ability as the core.

With the deepening of education reform and the continuous development of quality education, we have realized that cultivating and improving students' geographical ability is the core of the three major tasks of geography teaching in middle schools. Can middle school geography teaching achieve the goal of cultivating subject ability? What approaches should be taken to achieve the goal of discipline ability training?

4. 1 The goal orientation of the research-based learning course of geography in senior high school in cultivating the ability of geography.

The research-based learning course pays special attention to the practical application of what students have learned, especially the learning process and students' practical experience. Geography curriculum pays more attention to the cultivation of knowledge system and subject ability. In the course practice, the knowledge of geography can be extended, integrated, reorganized and promoted in the research-based learning course; Specifically, this curriculum integration embodies the following objectives.

First, promote the improvement of students' geographical practice ability.

The most important feature of geography knowledge is practicality, which is close to the reality of students' life. The geography research-based learning course creates opportunities for students to practice geography. In the process of geography practice, they use known geographical knowledge and learn unknown geographical knowledge. Through activities, they not only improve their ability to master geographical knowledge, but also improve their ability to practice geography.

Several senior one students want to study "the generation and movement cycle of Leonid meteor shower". The teacher thinks that this topic is too difficult to be solved by the existing geographical knowledge, and suggests that they change it. At the insistence of the students, the research group was established. The team members collected extensive information, collected relevant reports about the Leonid meteor shower on the Internet, personally watched the Leonid meteor shower, and visited experts from universities and observatories. They compiled all the information they collected into a complete introduction manual about Leonid meteor shower. Although they were all indirect experiences, they gained direct experience, and the research goal was basically achieved, because the manual was compiled according to their own understanding. According to the evaluation standard of subject teaching, their grades should not be excellent, because they all copy others' grades. However, the evaluation of research-based learning courses emphasizes participation, process and experience. Their academic performance should be qualified.

Second, actively improve students' ability to analyze, judge and solve geographical problems.

The ability of analysis and judgment is one of the cores of geographical thinking ability. The geography inquiry learning course creates an open environment for the cultivation of students' ability. By putting forward and solving practical problems in life, students are required to make correct analysis and judgment on the basis of relevant information, which is an opportunity to exercise their abilities and improve their ability to analyze and judge geographical problems.

Several students chose Nanhu Lake in Changchun, a park near the campus, as an example, and carried out research study on the topic of "Study on the present situation and control of environmental pollution in urban parks". During this process, the members of the research team visited the park environment on the spot, including visiting park managers, visiting park cleaners, observing tourists' environmental awareness at fixed points, and looking for park pollution sources on the spot. On the basis of sorting out the first-hand data, this paper analyzes the main sources of pollutants in the park, and then puts forward the environmental control measures in the park. Students actively collect and process information in research-based learning activities, and put forward ideas to solve problems according to information analysis and judgment.

Third, cultivate the ability to comprehensively summarize geographical issues.

Several students who like hot topics of current politics formed a research group on Iraq, and the members of the group were divided and combined in the research. A student mainly focuses on geography, studying Iraq's geographical location, neighboring countries, energy distribution, ethnic and religious composition, topography and climate and other natural environment; Another student pays attention to the situation in the Middle East since the Second World War, the Iran-Iraq War, the Gulf War and the United Nations economic sanctions from a historical perspective. There are also students who collect current affairs news. Finally, on the basis of comprehensive information, the future of the Iraq issue is prospected from many angles and sides. After a winter vacation, the research project finally submitted a high-quality research report and made a wonderful report, which was analyzed from four headings: the importance of Iraq's geographical location, the reason and purpose of the outbreak of the Iraq war, the trend of the Iraq issue and the impact of the war on the world.

Synthesis is a major feature of geographical science, and comprehensive thinking is also a major feature of geographical thinking. The practical problems in social life are often comprehensive, which requires us to think and analyze from multiple angles and directions with comprehensive thinking. In the process of geography inquiry learning, students often choose real-life problems as research objects, which is conducive to the cultivation and improvement of the ability to comprehensively summarize geographical problems.

Fourth, promote the formation of students' geographical thinking.

The formation of geographical concept is a high-level ability requirement, and it is also formed on the basis of mastering rich geographical knowledge and widely using geographical knowledge, and sublimated into rational knowledge. In the process of implementing geography inquiry learning course, students must make full use of their existing knowledge reserves, give full play to their own and collective thinking ability, and sum up their thoughts on the basis of rich geographical information. General geography classroom teaching is simple and not comprehensive. Inquiry learning is a complex and big problem, which requires students to learn from multiple directions, develop their own and collective potential, and thus promote the formation of geographical thoughts.

The topic of several students is "Yesterday, Today and Tomorrow in Changchun-Changes and Development of Hometown". They started with geography, politics, history, biology and other disciplines, analyzed the advantages and disadvantages of Changchun's current economic development through the foundation of Changchun's economic development, and finally put forward the idea of Changchun's future development, and sent the plan to the Municipal Construction Committee. We don't follow the imagined results. These students give full play to their collective thinking ability in the process of research activities. By personally experiencing the process of applying knowledge, ability and solving problems, we have a correct understanding of the overall concept of geographical science, the ecological concept of urban environment and the sustainable concept of human social development, and can apply these concepts to other practical problems.