Tongyao Yu, Xiaohua Xu

(Guizhou Normal College)

Abstract：

With the continuous deepening of education reform, traditional knowledge imparting teaching is no longer able to meet the needs of cultivating students' core competencies. Geography, as a discipline that combines scientific and humanistic aspects, should not be limited to the imparting of textbook knowledge, but should pay more attention to the cultivation of students' practical abilities and innovative thinking. As an emerging teaching philosophy, life oriented situational education emphasizes placing teaching activities within students' familiar living backgrounds, and guiding students to learn knowledge and develop abilities through the creation of real or simulated situations in the process of solving practical problems. This concept coincides with the emphasis of geography on "learning geography that is useful for life", providing a new direction for the reform of geography teaching. However, there are still problems in current geography teaching, such as teaching content being disconnected from students' actual lives and teaching methods being single, which makes it difficult for students to apply the knowledge they have learned to solve practical problems, affecting the effectiveness and quality of geography teaching. Therefore, building a geography teaching design model based on life oriented situational education is of great significance for improving the attractiveness of geography teaching, enhancing students' learning motivation, and promoting their comprehensive development. Based on the analysis of the content and teaching design mode of geography life oriented situational education in the context of core competencies in geography, this article constructs a geography teaching design mode based on life oriented situational education, and uses "industrial location selection" as a case study to illustrate.

Key Words：

life oriented situational education; high school geography; teaching design mode