在2017年版新课程标准发布后，为落实学生学科核心素养的培养，转变、革新教学模式成为必然趋势。新课程标准明确提出使用问题式教学模式的建议。问题式教学模式通过“问题的发现”与“问题的解决”，由教师引导学生整合教学内容，培养学生的核心素养，训练学生的思维过程，促进学生全面发展。该模式的核心是问题设置，利用问题推动教学，情境创设则是问题产生的基础。本研究关注问题式教学中情境创设这一准备环节，讨论问题式教学情境的创设原则和创设策略，并以此为指导设计教学案例，为问题式教学提供教学实践参考。

    本研究对问题式教学情境的类型、原则进行综述概括，凝练了三种问题式教学情境类型——问题情境、实验情境、生活情境。以建构主义理论、布鲁纳发现学习理论、罗杰斯有意义学习理论、杜威实用主义理论、最近发展区理论为基础，提出五个创设原则——真实性、时代性、多元性、层次性、挑战性。基于这些原则，提出了问题式教学情境创设的基本策略，为：①巧用文艺作品设置问题情境，调动学生的质疑批判意识。②挖掘情境与知识结构的相关性，创设可发展的层次性情境。③整合生活情境，创设实验情境，引导学生思考。④借助有效问题推进，激活情境活性。并总结出问题式教学模式教学案例设计的七个步骤。

    根据情境创设的原则和策略，针对必修一《地球上的水》章节，设计了5个课时的单元教学。在进行教学设计时，先梳理了人教版、中图版、湘教版教材的内容和结构。情境创设参考了各版教材中的活动、案例，结合乡土地理，重点创设了以学生身边熟悉的现象和新闻材料为背景的生活情境。在进行学生学情前测后，基于授课班级学生学习习惯和特点，参考地理学问题类型“4W1H”设置问题链，最后在授课班级进行教学案例的实践。研究最后对教学实践情况、设计教学案例和实施过程进行了反思。主要结论是：（1）核心问题来源于教学核心概念，可以是知识和方法的综合。问题链基于学生认知水平，且与次级概念对应。问题设置可以通过对比、制造认知冲突、探讨某一说法的真伪等手段进行。（2）《地球上的水》章节教学可以设计为“水循环过程及地理意义”、“生活中的水循环”、“海水性质及其对人类活动的影响”、“海水运动及其对地理环境的影响”、“海洋的开发与保护”5个课时。教学主题情境以生活情境为主，融入乡土地理和新闻事件。前两个课时，均以乡土地理为切入点，以探究校园雨水的“来龙去脉”构建水循环这一水文过程，根据校园雨天积水和城市内涝现象讨论水循环环节的强弱变化可能带来的不利影响，以及人类活动可能对水循环带来的影响。从局部到整体，从小尺度到大尺度，建立理论和实际联系的同时，培养学生观察生活，和发现地理问题的意识。后三个课时，以新闻报道的人类海洋经济活动为背景，探究海水物理性质和海水运动与海洋经济活动的相互关系，延伸到海水物理性质和海水运动对自然地理环境的影响，最后通过学生自主分享人类活动对海洋造成的不良影响，讨论不同人群应采取的保护措施，落实综合思维、人地协调观等核心素养的培养，推动学生自主分析问题、自主探究意识和能力的发展。问题设置参考5个地理学问题类型，探讨了水循环是什么，过程怎么样，对地理环境有什么影响；探究了海水的温度、盐度、密度有什么分布规律，对地理环境有什么影响，和人类活动有什么关系；讨论该如何合理的开发和保护海洋。考虑到学业水平要求，问题多以“是什么”“怎么样”的基本问题开始，但为培养学生的高阶思维，也设计了“为什么”的相关问题。

    After the 2017 version of the new curriculum standard was put forward, it has become an inevitable trend to change the teaching mode in order to implement the cultivation of students' subject core literacy and cultivate new generation who are well-prepared to join the socialist cause. The new curriculum standards clearly put forward the suggestion of using the question-based teaching model. During discovering problems and solving problems, teachers guide students to integrate teaching content, cultivate students' core quality, train students' thinking process, and promote students' comprehensive development. The core of this model is problem setting, which makes use of problems to promote teaching, and situation creation is the basis of problems. This study focuses on the preparation work, the creation of the situation, and the principles and strategies of designing teaching situation, and designs teaching cases based on this as a guide to provide teaching practice reference for inexperienced young teachers and supplement the practical research of problem-based teaching.

    Based on the previous researches, this study summarizes the types and principles of the problem-solving teaching situation, and summarizes three types of problem-solving teaching situation -- problem situation, experimental situation and life situation. Based on the constructivism theory, Bruner's discovery learning theory, Rogers' meaningful learning theory and Dewey's pragmatism theory, this study puts forward five principles: authenticity, timeliness, pluralism, hierarchy and challenge. Based on these principles, this study puts forward the basic strategies for designing question-based teaching situations, and summarizes the steps for designing "teaching cases based on question-based teaching mode".

    On the basis of the above research, this study designed five classes for compulsory chapter, "Water on Earth". In the course of teaching design, the content and structure of human education edition, Chinese map edition and Hunan education edition are firstly sorted out. When designing situations, the author refers to the activities and cases of different versions of text books, combining the local geographic situation. The focus is to create the situation based on the phenomenon and news students are familiar with. Considering students' background knowledge, according to the learning habits and characteristics of students, the instructional design is applied to practice. In the instructional design, the question chain is set by referring to the geography question type "4W1H". The main conclusions are as follows: (1) The core questions come from the core concepts of teaching, which can be a synthesis of knowledge and methods. Question chains are based on student cognitive levels and correspond to secondary concepts. Problem setting can be carried out by means of comparison, creating cognitive conflicts, and exploring the authenticity of a statement. (2) The teaching of chapter "Water on Earth" can be designed as "Water Cycle Process and Geographical Significance", "Water Cycle in Life", "Sea Water Properties and Its Influence on Human Activities", "Sea Water Movement and Its Effects on Geographical Environment". Impact" and "Ocean Development and Protection" for 5 class hours. The teaching theme situation is mainly based on the life situation, which is integrated into the local geography and news events. In the first two class hours, the starting point of rural geography was to explore the "ins and outs" of rainwater on campus to construct the hydrological process of water circulation, and to discuss the possible adverse effects of changes in the strength of the water cycle according to the phenomenon of water accumulation in rainy days on campus and urban waterlogging. , and the possible impact of human activities on the water cycle. From the local to the whole, from the small scale to the large scale, while establishing the connection between theory and practice, it cultivates students' awareness of observing life and discovering geographical problems. In the last three class hours, with the background of human marine economic activities reported in the news, the relationship between the physical properties of seawater and the movement of seawater and marine economic activities will be explored. Share the adverse effects of human activities on the ocean, discuss the protection measures that different groups of people should take, implement the cultivation of core literacy such as comprehensive thinking and the concept of human-land coordination, and promote the development of students' ability to analyze problems and explore independently. The problem setting refers to 5 types of geographical problems, and discusses what the water cycle is, how is the process, and what impact does it have on the geographical environment; what is the distribution law of the temperature, salinity, and density of seawater, and what impact does it have on the geographical environment, and What is the relationship between human activities; discuss how to rationally develop and protect the ocean. Taking into account the academic level requirements, the questions mostly start with the basic questions of "what" and "how", but in order to cultivate students' higher-order thinking, related questions of "why" are also designed.