Research On The Practice Of Geography Of Life In High Schools In Lhasa

"Life-oriented teaching" is now understood,accepted,and even promoted by most educators.The disciplines of geography are closely related to human life.How to better establish the link between life and geography? How to make geography knowledge useful in the overall development of students? How to promote students' active and effective development in the future? Think about it.In the process of education development,students' subjective status has become more and more important.Teaching has not only been to simply impart the existing experience and knowledge to students.More educators believe that: in teaching activities,step by step to promote the overall development of students,the students will become qualified "social people" is the most fundamental purpose of education.China has conducted many experiments and reforms on the development of education.The latest geography and new curriculum reforms have proposed: “Learning useful geography for life”,“Learning useful geography for lifelong development” and “Cultivating citizens' essential geography "Literacy" is closely linked to the teaching objectives of life.visible,"Geography of life teaching" is a scientific education concept that conforms to the laws of China's education development.This dissertation adapts to the trend of teaching development and comprehensively uses the literature method,expert consultation method,questionnaire analysis method and case inquiry method to study the thesis.The article mainly includes four parts:The first part: Through the literature and practice survey,this paper describes the research background,research purpose,research significance.The concept definition of "geographical life teaching" is given.At the same time,the current situation of research on the teaching practice of geographical life in high school is also combed.The second part analyzes and summarizes the survey questionnaires and interview results distributed in four high schools in Lhasa.It mainly surveys teachers' and students' feedback on the geo-living teaching in high schools from teachers' questionnaires and student questionnaires.The city's senior high school promoted the current situation of geographical life-based teaching.And through the interpretation of some issues,the knowledge,attitude and suggestions of the geography teachers and students of Lhasa City High School for life-oriented teaching are drawn,which provides a realistic basis for the implementation of geographical life-based teaching in Lhasa.The third part: Through the analysis of the questionnaire and the interview results,the problems existing in the practice of geography living in high school in Lhasa City are obtained.Combining with the specific status quo and problems in Lhasa City,we put forward theoretical constructions such as strengthening the teaching team;fostering teacher sharing habits;actively infiltrating the "life-oriented" teaching philosophy into all aspects of teaching;enhancing the attention and caring of teachers;and promoting students in accordance with their aptitude.Teaching methods,etc.to promote the teaching of geographical life in high school in Lhasa.The fourth part: According to the status quo of geography education in high school in Lhasa City,a case of geography-based teaching philosophy was created and teaching practice was carried out in the high school classroom in Lhasa City.Afterwards,students and geography teachers were given feedback and feedback on this lesson.Analyzing the merits and weaknesses of this teaching practice provides a valuable reference for the implementation of geographical life-based teaching in the high school geography class in Lhasa City.