Study On The "Double Clues,Two Books" Teaching Pattern Of Junior High Geography

Instructed by conceptism learning theory and primal-perceive theory, the "Double Clues, Two Books" teaching pattern of junior high school geography is a teaching pattern of geography that has "double clues" of intercourse between teacher and students in classes, and that can use "two books" to record the track of the teaching. It bases on deeply analyzing the teaching process of junior high geography. In this teaching pattern, the teacher's action and the student's action are the double clues throughout the whole teaching process of junior high geography. This teaching pattern depends on compiling geographical teaching design books and learning progress books. By this pattern, when the geographical knowledge is passed on, the teacher learns how to teach and the students know how to learn.This paper discusses the constructing process of the teaching pattern from theoretical and practical aspects. Firstly, starting with the theoretical study of geographical teaching pattern and the present situation of class teaching, this paper analyses the background of pattern constructing, finds the central word "Double Clues, Two Books". Then, this paper elaborates the pattern's conception dentally from concept, goals, theoretical bases, specific manipulation and features of the teaching pattern. Finally, this paper validatesthis pattern by practice and verifies the feasibility and practical significance of the teaching pattern.The main contents of this teaching pattern include "double clues" and "two books". "Double clues" are mean that the teacher's action and the students' action go on together and affect each other in the process of geography teaching. "Two books" include a geographical teaching design book of teacher's and a learning progress book of student's. Two books are media of commuting and sharing progress between teacher and students, students and students. Double clues, two books" are abstract and total recorder of every teaching process factors of junior high school geography in form, and commutate conception of how to teach geography and how to learn geography in nature.Using this teaching pattern is good to exert independence and creativity of teachers' and students', and is good to build new relation of commuting, advancing and sharing between teachers and students. This pattern has some features, such as opening, multi-function and geography.