Research on Teaching Questioning in High School Geography Classroom Based on Geography Core Literacy

Liu Bin; Wang Taogeng

doi:10.30560/ier.v8n4p8

Liu Bin School of Geographical Sciences, Southwest University, China; Chenggong Campus of the Affiliated Middle School of Yunnan University, China
Wang Taogeng Kunming No.14 High School of Yunnan Province, China

DOI: https://doi.org/10.30560/ier.v8n4p8

Keywords: geography core literacy, high school geography, classroom questioning

Abstract

As the core of high school geography education, the success of core literacy in geography is closely connected to the design of questions in class. In current teaching, it is hard for fragmented questioning to carry the goals of regional cognition and holistic thinking; Places, detached from life contexts, give geography little practical power in action; And a one-way question and answer mechanism neglects our capacities to penetrate the concept of human-earth coordination. In this paper, we analyse the pain points along the lines of questioning the latest goals, authenticity in context and imbalanced mechanisms of interactions, and then we suggest the following reconstruction of the chain of questions with literacy features as an anchor point: activating spatial thinking through real situations, develop holism through follow up questioning, and deepen human-earth cognition with dynamic feedback. Innovation in classroom questioning does not only mean optimising methodology, it is leap crossing geography education from a knowledge transfer to a literacy generation approach.

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