培养面向21世纪核心素养的合格公民是全球教育的共同追求，世界各国都把创新人才培养作为改革教育的目标之一。问题教学的学习理论和相关实践表明，它能够促进学生的问题意识、探究能力等，对创新人才培养有重要意义。随着我国基础教育课程改革的不断深入，核心素养教育在我国也不断扎根和发展。在此背景下，中国对核心素养的研究促进了课程改革的深化，也进一步促进教学方式的改革。地理教学过程是教师引导学生形成地理知识、地理能力、地理思维的过程，也是培养学生地理学科核心素养的过程。普通高中地理课程标准（2017年版）提出要重视问题式教学，也说明问题式教学与培育地理核心素养之间密不可分的关系。

本文的研究成果主要有三个：一是厘清高中地理学科背景下问题式教学模式的教学环节及内涵；二是基于教学流程构建了高中地理问题式教学的课堂观测评价量表；三是综合112份北京市高中地理教师的问卷调查、6节课例分析和37份教学设计作品的分析结果，提出针对性的课堂培育策略。本研究主要包括以下几个部分：

第一部分：绪论、概念界定和理论基础。介绍研究背景与意义，收集分析国内外对问题式教学的研究情况，确定技术路线。通过梳理问题、问题式教学等概念，厘清建构主义理论、深度学习理论等的内涵，为本研究提供理论支撑。

第二部分：构建评价体系。通过文献法和专家咨询法，梳理地理核心素养的内涵体系，地理课程标准，问题式教学环节，基于构建原则形成5个一级指标，12个二级指标，共30条对应细则的高中地理问题式教学课堂观测量表。

第三部分：问卷调查现状、课例分析及教学设计作品分析及问题梳理。通过对北京市高中地理教师的问题式教学课堂情况、实施效果等进行调查，并综合课例分析和教学设计作品分析结果，得出当前高中地理问题式教学过程中存在的7个主要问题。

第四部分：结论及展望。依据问题提出问题式教学的培育策略：重视情境设计，突出情境创设内容的教学功能；重视问题设计，探究开放性地理问题；重视地理思维体系建构，明确问题本质和解决途径；发挥学生的主体作用，构建以倾听和对话为基础的学习共同体；把握课程目标，建立适切的学习评价体系，发挥以评促学的作用；重视迁移运用，促进素养生成；串联资源，完善设施，组织课程内容，以期能更好落实学生地理核心素养的培养。最后通过梳理本研究的结论，反思研究不足之处，为后续研究提出进一步方向。

Fostering the core accomplishment of citizens facing the future in the 21st century is the common pursuit of global education. The learning theory and practice of problem teaching show that it can promote students' problem consciousness and inquiry ability, and it is of great significance to the cultivation of innovative talents. Along with our country elementary education curriculum reform unceasingly thorough, the core accomplishment education also unceasingly takes root and develops in our country. In this context, China's research on core literacy has promoted the deepening of curriculum reform, but also to further promote the reform of teaching methods. Geography teaching process is a process in which teachers guide students to form geography knowledge, geography ability and geography thinking, and it is also a process in which students' core quality is cultivated. The Geography Curriculum Standards for Ordinary Senior High Schools (2017 Edition) propose to attach importance to problem-based teaching, and also illustrate the inseparable relationship between problem-based teaching and the cultivation of geographical core literacy.

There are three research results in this paper: first, clarifying the teaching links and connotation of the problem-oriented teaching mode in the context of geography in Gaozhong High School; second, constructing the classroom observation and evaluation scale of problem-oriented teaching of geography in senior high school based on the teaching process; third, integrating the results of questionnaire survey, lesson analysis and analysis of teaching design works, and putting forward pertinent classroom cultivation strategies. This research mainly includes the following parts:

Part I: Introduction, concept definition and theoretical basis. Introduce the research background and significance, collect and analyze the domestic and foreign research on problem-based teaching, determine the technical line. Through sorting out the concepts of problem and problem-teaching, the connotation of constructivism and deep learning theory is clarified to provide theoretical support for this study.

Part II: Construction of evaluation system. Through the method of literature and expert consultation, this paper combs out the connotation system of geography core accomplishment, geography curriculum standard, problem-based teaching link, and forms 5 first-grade indexes and 12 second-grade indexes based on the principle of construction, with 30 classroom observation scales corresponding to the detailed rules.

Part III: Questionnaire survey status, lesson analysis and instructional design work analysis and problem sorting. Through the investigation of 112 geography teachers in Beijing high school, the main problems in the current problem-based teaching are found out by analyzing the teaching examples and teaching design works.

Part IV: Optimization recommendations and prospects. The cultivation strategies of problem-based teaching are as follows: stressing the teaching function of creating content in the context; stressing the design of problems; putting forward open geographical problems; stressing the construction of geographical thinking system; clarifying the essence of problems and the ways to solve them; playing the main role of students and building a learning community based on listening and dialogue; grasping the objectives of the curriculum, establishing an appropriate learning evaluation system and giving full play to the role of evaluating and promoting learning; emphasizing the transfer and utilization, promoting the formation of accomplishment; connecting resources, perfecting the facilities and organizing the contents of the curriculum so as to better implement the cultivation of students' geographical core accomplishment. Finally, through sorting out the conclusions of this study, to reflect on the inadequacies of research, for the follow-up study further direction.